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X 


Dr.  John  Rocky  Park 

^  By 

LEVI  EDGAR  YOUNG 

Head  of  the  Department  of  Western  History 
University  of  Utah 


Copyrighted  1919  by 
LEVI  EDGAR  YOUNG 


To  the  Students  of 

Dr.  John  R.  Park 

I  Dedicate  this  little  book 


(O  H^O  S- 


PREFACE 

This  brochure  is  only  a  brief  sketch  of  the  Hfe  and  work 
of  Dr.  John  R.  Park.  \Miile  he  was  President  of  the  Uni- 
versity of  Deseret  his  fame  went  out  into  all  parts  of  the  ter- 
ritory, ^len  who  have  done  a  great  work  fade  from  the 
minds  of  the  next  generation.  This  little  brochure  has  for  its 
purpose — to  keep  the  memory  of  Dr.  Park  fresh  and  green. 
His  brilliant  gifts  and  splendid  service  to  the  people  of  the 
Territory  of  Utah  and  other  parts  of  the  West  deserve  to  be 
remembered  with  honor.  It  has  not  been  the  object  of  the 
author  to  deal  with  details.  Only  the  larger  elements  of  the 
work  of  the  great  teacher  could  be  mentioned.  Like  all  great 
men  in  history,  Dr.  Park  was  not  fully  appreciated  until  long 
after  his  death.  Today  hundreds  of  students  recall  the  majesty 
of  his  personality  and  the  strength  of  his  character.  They 
hold  him  in  sacred  memory,  and  happy  are  they  that  the  beau- 
tiful building  on  the  University  Campus  will  be  named  in  his 
honor.  The  many  interesting  reminiscences  told  by  his  old 
colleagues  and  students  are  important  and  must  be  preserved 
for  the  future  biographer  of  this  great  man.  ^lay  this  little 
book  help  keep  afresh  the  work  of  the  ''Father  of  the  Uni- 
versit}'  of  Utah,"  and  our  honored  Alma  Plater. 

Matthew  Arnold  once  said.of  his  old  professors  at  Oxford: 
"Forty  years  ago  when  I  was  an  undergraduate  at  Oxford, 
voices  were  in  the  air  which  haunt  my  memory  still.  IIap])y 
the  man  who  in  that  susceptible  season  of  youth  hears  such 
voices.  They  are  a  possession  to  him  forever."  The  voices 
of  many  of  the  old  professors  of  UTALL  are  heard  no  more, 
yet  in  memory  the  words  and  teachings  of  such  men  as  Prof. 
Orson  Spencer,  Prof.  Orson  Pratt,  A.  M.,  Dr.  John  M.  Bern- 
hisel,  Dr.  Karl  G.  Maeser,  Dr.  William  ]\[.  Stewart,  Prof. 
Albert  Carrington,  Prof.  James  Cobb,  Prof.  George  M. 
Ottinger,  Dr.  F.  D.  Benedict,  Prof.  Dan  Weggeland,  Dr. 
John  R.  Park,  and  many  others,  still  live  in  the  memory 
of  the  old  students  to  direct  their  minds  to  a  higher  life. 
They  were  real  teachers — men  unselfish,  and  true  to  the 
ideals  of  knowledge.  These  men  threw  the  whole  force  of 
their  natures  into  the  cause  of  education  in  early  day  Utah. 
They  were  pioneers  to  a  new  country,  it  is  true.  Great  prob- 
lems had  to  be  solved;  nature  had  to  be  conquered.     Coming 


li  I 


DR.  JOHN  R.  PARK 


into  the  arid  West,  they  met  geographical  conditions,  which 
combined  to  strengthen  them  in  purpose  and  character. 
Among  these  stalwart  men  of  ideals  and  spiritualty — men  of 
real  teaching  ability,  stood  Dr.  John  Rocky  Park,  the  man 
who  built  a  "University  in  the  wilderness." 

L.  E.  Y.,  University  of  Utah,  May,  1919. 


JOHN  R.  PARK 


John  R.  Park  was  of  Scotch  and  French  lineage,  and  was 
born  in  the  town  of  Tiffin,  Seneca  County,  Ohio,  May  7,  1833. 
His  father  was  a  native  of  New  York  State,  where  his  fore- 
bears settled  after  immigrating  from  Scotland  in  the  seven- 
teenth century.  John  R.  Park's  grandfather  was  a  soldier 
in  the  Revolutionary  war,  and  saw  service  in  the  campaigns 
of  Washington  in  New  Jersey  in  1778-9.  His  father  came 
into  the  State  of  Ohio  in  the  later  twenties  with  the  host  of 
pioneers  who  were  taking  up  and  settling  new  lands  in  the 
West.  Dr.  Park's  mother  was  a  descendant  of  the  French 
Huguenots  and  her  ancestry  came  to  America  about  1740. 

Tiffin  was  a  small  town,  for  Ohio  was  one  of  the  new 
territories  to  be  settled  after  the  American  Revolution.  Ohio 
was  a  progressive  state  and  had  a  number  of  schools,  most  of 
which  were  in  charge  of  various  religious  denominations. 
John  R.  attended  the  little  public  school  of  his  native  town, 
and  at  the  age  of  fourteen  entered  the  Presbyterian  seminary 
known  as  Heidelberg  College.  When  sixteen  years  old,  he 
matriculated  at  the  Ohio  Wesleyan  University,  a  Methodist 
institution,  from  which  he  was  graduated  in  1853.  In  the 
boyhood  days  of  Dr.  Park,  the  pioneer  life  of  Ohio  was  far 
different  from  what  life  in  towns  and  cities  is  today.  Even 
down  to  the  year  1845,  currency  in  Ohio  and  the  West  was 
scarce,  and  skins  and  jugs  of  whiskey  were  used  as  legal 
tender.  A  smok€  house  for  curing  meat  and  a  crib  for  the 
storing  of  corn  were  adjuncts  of  every  home.  It  was  the  day 
when  butter  and  meat  were  preserved  by  hanging  them  in  the 
well.  Hogs  were  raised,  and  the  settlers  had  their  own  sheep, 
which  furnished  the  wool  from  which  clothes  were  made,  the 
housewife  doing  the  spinning  and  weaving  into  homespun. 
Tiffin  was  composed  mostly  of  Presbyterians  and  Methodists 
who  were  accustomed  to  holding  revival  meetings. 


DR.  JOHN  R.  PARK 


"I  remember  the  revival  meetings,"  said  Dr.  Park, 
"and  to  these  I  was  often  taken  when  I  w^as  a  boy." 
Dr.  Park  taught  school  when  he  was  fifteen  years  of  age 
and  took  part  in  the  literary  society  which  had  been  organized 
in  the  town.  His  training  at  the  Ohio  Wesleyan  covered  a 
period  of  two  years,  when  he  again  taught  school  for  a  year, 
preparatory  to  entering  the  University  of  the  City  of  New 
York.  In  1855  Dr.  Park  went  to  New  York,  walking  from  his 
native  town  to  Buffalo,  where  he  took  boat  down  the  Erie 
canal  and  after  three  weeks,  arrived  at  the  metropolis  of 
America. 

He  entered  the  medical  profession  with  a  mind  well  fitted 
for  scientific  work.  The  University  of  the  City  of  New  York 
was  near  22nd  Street,  and  was  one  of  the  noted  medical 
schools  of  the  day.  John  William  Draper  was  a  professor 
there,  and  Oliver  Wendall  Holmes  came  there  to  lecture.  It 
has  since  become  a  part  of  Columbia  University.  Dr.  Park 
became  a  warm  personal  friend  of  Dr.  Draper,  whose  work, 
the  INTELLECTUAL  DEVELOPMENT  OF  EUROPE  will 
always  remain  as  one  of  the  distinctive  contributions  of  his- 
torical studies  made  by  an  American  scholar. 

The  INTELLECTUAL  DEVELOPMENT  became  Dr. 
Park's  favorite  historical  writing  and  he  was  greatly  influ- 
enced by  Draper  in  his  future  work  as  a  teacher.  Draper  held 
that  society  develops  largely  because  of  geographical  factors. 
To  understand  the  political  and  social  growth  of  a  people,  one 
must  know  the  science  of  nature  and  how  it  bears  directly 
upon  man's  life  both  as  an  individual  and  in  social  groups.  He 
understood  the  influence  of  rivers  and  forests ;  marshes  and 
sea-girt  lands.  "He  perceived  and  enjoyed  natural  beauty 
chiefly  in  reference  to  human  life."  These  teachings  all  had 
their  effect  on  Dr.  Draper's  students.  Said  Dr.  Park  in  later 
years :  "John  William  Draper  is  the  American  historian  who 
reasoned  from  cause  to  effect.  His  mind  was  analytical  and 
inductive;  he  saw  the  dependency  of  man  on  nature  and  how 
nature  in  turn  effected  man.  He  believed  in  natural  law,  and 
that  mankind  is  subject  to  law.  Human  history  has  been  the 
result  of  man  contending  with  nature  fundamentally  and 
gradually  learning  nature's  laws." 

In  1857,  Dr.  Park  was  graduated  from  the  University  of 


DR.  JOHN  R.  PARK 


New  York  with  the  degree  of  Doctor  of  Medicine.  Returning 
to  Tiffin,  his  native  town,  he  began  to  practice  his  profession, 
but  within  a  few  months,  he  again  took  up  teaching  and  be- 
came head  of  the  principal  grammar  school  at  Tiffin,  where 
high  school  subjects  were  taught.  Dr.  Park  organized  classes 
in  physiology  and  hygiene,  and  began  his  remarkable  lectures 
that  made  his  teachings  of  the  human  body  such  a  delight. 
For  two  years,  1858  to  1860,  Dr.  Park  was  at  the  Ohio  Wes- 
leyan  University  as  an  instructor  in  zoology  and  physiology. 

It  must  be  kept  in  mind,  that  the  science  of  medicine  fifty 
years  ago  was  far  different  from  that  of  the  present  time. 
Medical  colleges  in  the  past  generation  have  developed  along 
scientific  lines,  and  today  the  science  of  medicine  is  regarded 
as  one  of  the  most  learned  professions.  It  was  not  until  1840 
that  anesthetics  were  discovered,  and  even  in  Dr.  Park's  boy- 
hood days,  "the  chills"  and  other  forms  of  malarial  fever 
were  treated  by  liberal  doses  of  bitters  made  of  bark  and 
whiskey.  "Faith  doctors"  charmed  away  serious  illness  or 
the  tootache.  Even  bleeding  was  still  resorted  to.  Yet  in 
the  fifties,  medical  schools  were  making  great  advancement 
along  scientific  lines,  and  vivi-section  gave  the  students  first 
hand  knowledge  of  the  anatomy  of  the  human  body.  Dr.  Park 
spent  most  of  his  time  in  the  dissecting  rooms  and  in  the 
teaching  of  anatomy  and  physiology.  He  inspired  a  love  and 
respect  for  the  beauty  of  the  human  body  that  remained  a 
forceful  lesson  to  his  students  throughout  their  lives. 

Dr.  Park  had  three  brothers  who  went  to  California  at  the 
time  of  the  gold  excitement  in  1849-50.  They  located 
in  San  Francisco,  and  impressed  with  the  many  great  oppor- 
tunities that  lay  before  them  in  the  new  state,  they  wrote  and 
encouraged  their  brother  to  cross  the  plains  and  locate  with 
them  in  the  Golden  Gate  State.  Influenced  by  their  appeal. 
Dr.  Park  left  for  the  West  in  1861,  going  to  St.  Joseph,  Mis- 
souri, where  he  took  a  stage  coach,  and  arrived  in  Denver  in 
June. 

Colorado  was  then  the  new  Eldorado,  for  the  silver  mines 
were  just  opening  in  the  Pike's  Peak  region.  He  decided, 
however,  to  continue  his  journey  westward  in  September. 
Going  to  Fort  Laramie  by  stage  coach  from  Denver,  he 
joined  a  band  of  emigrants  on  their  way  to  Montana.    Travel- 


10  DR.  JOHN  R.  PARK 


ling  with  them  as  far  as  Fort  Bridger  and  taking  his  turn 
in  driving  oxen  and  standing  guard,  he  decided  to  go  direct  to 
Salt  Lake  City,  where  he  might  be  able  to  make  suitable  ar- 
rangements for  his  further  journey  over  the  mountains  to 
California.  Accompanying  a  small  party  of  emigrants  with 
whom  he  travelled,  he  arrived  in  Salt  Lake  City  September 
30,  1861,  and  camped  on  Emigration  Square,  the  present  site 
of  the  City  and  County  building. 

Dr.  Park,  in  speaking  of  his  journey  from  Denver,  related 
before  his  death  the  following  story : 

I  went  to  Denver  by  stage  coach  from  St.  Joe, 
Mo.,  remaining  there  a  little  over  two  months.  I  put 
up  at  the  old  Planter's  House.  It  was  a  typical  west- 
ern hotel.  Buffalo  meat,  salt  bacon,  dried  apples, 
beans,  coffee,  and  bread  were  what  I  had  to  eat. 
Cattle  grazed  on  the  streets.  There  were  many  cabins 
and  rough  board  shanties.  There  was  a  population, 
typical  of  western  life ;  fur  traders,  Mexicans,  gold- 
diggers,  etc. 

Great  mountains  to  the  north  seemed  to  invite  me 
to  continue  the  journey.  I  had  California  in  mind  and 
to  California  I  must  go.  Leaving  in  the  early  part  of 
September  with  a  trapper  who  had  come  to  Denver 
from  the  Platte  River  to  sell  furs,  I  arrived  in  a  few 
days  at  Laramie,  Wyoming.  It  was  one  of  the  prin- 
cipal forts  of  the  Oregon  Trail,  and  a  centre  for  re- 
fitting and  shoeing  oxen  and  horses.  I  waited  at  Lar- 
amie a  day  or  two,  when  I  met  a  band  of  emigrants 
bound  for  Montana,  and  they  consented  to  let  me 
travel  with  them. 

In  three  weeks,  we  were  at  Fort  Bridger,  and 
hearing  about  Salt  Lake  City  and  the  splendid  chances 
there,  I  was  helped  by  a  party  of  Mormon  immigrants 
and  arrived  with  them  in  Salt  Lake  City  on  the  last 
day  of  the  month.  The  trip  through  Echo  and  Par- 
ley's Canyons,  was  unique  to  me,  as  I  had  never  been 
in  the  mountains  before.  I  recall  eating  breakfast 
one  morning  at  Mountain  Dell,  and  my  first  view  of 
the  valley  was  from  the  mouth  of  Parley's  Canyon. 
Near  Ham's  Fork  in  Wyoming,  we  saw  thousands  of 
buffalo,  and  all  the  way  from  Laramie,  we  had  buffalo 
meat.  Great  numbers  of  overland  emigrants  were  on 
the  plains  during  that  year  and  in  one  company,  there 
were  over  three  hundred  wagons,  carrying  five  hun- 
dred people  on  their  way  to  the  northwest. 
Dr.  Park  was  a  student  of  sociology,  as  well  as  of  religion. 


DR.  JOHN  R.  PARK  11 


He  had  heard  much  about  Utah  and  her  people,  and  interested 
in  the  general  conditions  both  in  the  city  and  country,  he  bade 
adieu  to  the  people  who  had  given  him  food  and  help  from 
Fort  Bridger  and  set  out  one  morning  for  Mill  Creek,  where 
he  was  told  a  large  number  of  well-to-do  farmers  lived.  He 
reached  the  home  of  John  Neff,  the  founder  of  Mill  Creek,  and 
the  man  who  built  the  first  grist  mill  south  of  Salt  Lake  City. 
Mr.  Neff,  who  was  well  educated,  was  born  in  Pennsyl- 
vania in  1794,  five  years  before  the  death  of  George  Washing- 
ton. He  arrived  in  Utah  in  October,  1847,  and  built  one  of  the 
best  and  most  substantial  homes  in  those  early  days.  To  him, 
Dr.  Park  applied  for  work,  since  he  had  determined  to  remain 
in  the  valley  for  the  winter.  Mr.  Neff  took  him  in,  and  at  his 
home.  Dr.  Park  spent  six  weeks  in  helping  to  gather  the  crops. 
"I  spent  many  a  night  talking  on  religion  with 
Mr.  Neff,"  said  Dr.  Park.  "He  was  a  quiet  unassum- 
ing man,  but  in  religious  conservation  he  was  clear 
and  lucid  on  what  he  thought  was  the  true  path  of 
God.  He  was  the  soul  of  honor,  and  had  the  reputa- 
tion of  being  absolutely  honest  in  the  affairs  of  life." 
Dr.  Park  was  ambitious  to  obtain  work  and  to  make  a 
careful  study  of  family  life  among  the  people  of  Utah.  He 
was  given  letters  of  introduction  by  Mr.  Neff  to  a  number  of 
prominent  men  of  the  country,  among  whom  was  Bishop  Isaac 
Stewart  of  Draper.  Mr.  Stewart  opened  his  home  to  Dr. 
Park,  and  the  day  after  his  arrival,  he  was  helping  the  boys  on 
the  farm,  doing  all  kinds  of  work.  He  hoed  the  corn  and 
milked  the  cows,  but  in  the  conversation  around  the  fire  in 
the  evening.  Bishop  Stewart  and  others  discovered  the  schol- 
arly training  of  the  man  and  determined  to  use  his  talents  in 
the  school  room.  Dr.  Park  was  made  principal  of  the  district 
school  and  within  a  short  time,  the  little  school  at  Draper 
came  to  have  a  high  reputation.  Many  visitors  travelled  there 
on  horseback  and  in  wagons  to  inspect  it  and  to  be  benefitted 
by  its  methods  and  system.  Because  of  its  interest  in  education. 
Draper  is  known  to  this  day  as  the  mother  of  teachers  and 
professional  men'  in  general.  Students  attended  the  school 
from  the  surrounding  towns  of  Salt  Lake,  Nephi,  American 
Fork,  Provo,  and  Alpine  and  "in  their  ranks  in  later  years, 
they  counted  senators,  lawyers,  legislators,  professors,  as  well 
as  an  admiral  in  the  United  States  Navy," 


DR.  JOHN  R.  PARK  13 

THE  SCHOOL  AT  DRAPER. 

Draper  is  located  twenty  miles  south  of  Salt  Lake  City, 
near  the  base  of  the  Wasatch  mountains.  In  the  year  1849 
Ebenezer  Brown  and  his  two  sons,  Norman  and  Gurnsay,  went 
to  South  Willow  Creek  to  herd  cattle  and  horses,  which  they 
had  brought  to  the  valley  to  fatten  and  sell  the  California 
gold-seekers.  The  following  spring  they  brought  their  house 
out  with  them  from  "the  city,"  and  to  it  built  an  addition  of 
logs.  Thus  the  humble  beginning  was  made  for  a  town,  whose 
distinguishing  feature  today  is  its  splendid  residences.  Their 
house  located,  the  family,  consisting  of  the  wife  and  mother, 
Phoebe  Brown,  and  small  son,  John,  joined  the  others  in  what 
was  then  "South  Willow  Creek."  As  the  pasture  land's  be- 
came better  known,  new  settlers  joined  the  Brown  family,  the 
earliest  of  these  being  the  Drapers,  William  and  Zemira,  with 
their  families,  Jackson  Allen,  Milo  Andrus,  Andrew  Burnham, 
and  Perry  Fitzgerald,  until  by  1853  the  population  had  in- 
creased to  two  hundred  and  twenty-two  souls.  Three  of  the 
town  fathers,  Ebenezer  Brown,  William  Draper,  and  Zemira 
Draper  made  a  visit  to  Salt  Lake  to  secure  a  post  office  for 
the  growing  village.  It  was  suggested  to  change  the  name 
of  "Willow  Creek"  to  "Brownville,"  but  owing  to  another 
settlement  of  the  same  name  in  the  county,  it  was  called 
"Draper."    Ebenezer  Brown  was  made  postmaster. 

These  early  settlers  were  often  called  upon  to  aid  in  keep- 
ing order  in  and  about  the  valley.  When  the  Indians  went 
on  the  war-path  the  settlers  were  sent  to  suppress  the  up- 
risings. In  the  early  spring  of  1852,  Norman  and  Guernsey 
Brown  went  to  Provo,  where  they  participated  in  the  Indian 
wars  of  that  time  which  from  the  Indian  standpoint  was  a 
natural  consequence  of  circumstances.  The  "Whites"  had 
taken  their  lands,  their  hunting  grounds ;  the  Indians  were 
hungry  and  begged  for  food.  This  being  refused  them,  they 
appropriated  horses  and  cattle  to  their  own  use  and  the  set- 
tlers had  many  difficulties  with  them.  By  1854  an  adobe  wall 
or  fort  was  built  by  the  settlers  for  protection  around  Draper, 
though  the  pioneers  followed  a  wise  course  with  the  Indians 
afterwards  and  seldom  had  any  trouble.  On  one  occasion,  when 
a  band  of  Indians  went  through  the  village  to  visit  a  neighbor- 
ing tribe,  they  called  on  William  Draper,  then  bishop,  for  a 


14  DR.  JOHN  R.  PARK 


beef,  for  they  were  hungry.  The  bishop  did  not  have  a  beef  to 
give  but  soon  told  the  villagers  the  request  and  immediately 
they  collected  means  and  bought  a  fat  steer  v^hich  they  gave 
the  three  hundred  warriors  who  appreciated  the  hospitality 
of  the  whites. 

All  the  institutions  of  the  early  times  were  represented 
in  this  typical  pioneer  village.  A  sawmill,  tannery,  brewery, 
sorgham  mill,  and  numerous  adobe  plants  were  estab- 
lished. A  famous  blacksmith,  who  turned  their  weapons  to 
ploughshares,  was  also  located  there;  these  industries,  with 
farming,  furnished  activities  for  all  the  members  of  the  ex- 
ceptionally large  and  healthy  families. 

Social  development  was  not  neglected.  The  old  spelling 
school,  dramatic  clubs,  and  a  baseball  team  were  popular 
among  the  youth,  and  there  was  that  very  popular  amuse- 
ment, the  dance,  in  which  the  old  found  new  life  and  of  which 
the  young  never  tired.  Quadrilles  and  reels  were  tripped  mer- 
rily to  the  music  of  the  old  town  orchestra.  An  adobe  build- 
ing, consisting  of  a  large  assembly  room  and  a  vestry  which 
served  as  church,  town  hall,  amusement  hall,  opera  house  and 
school  house,  was  erected  at  a  very  early  date  by  popular 
subscription. 

It  was  in  this  same  building  that  the  teacher,  Dr. 
Park,  came  in  1861  to  lead,  instruct,  and  inspire  the 
youthful  minds  to  higher  ideals.  There  had  been  numerous 
teachers  before  him,  for  since  1850,  when  an  adobe  room  was 
erected  for  the  cause  of  education,  there  had  been  a  term  of 
school  of  about  three  months  each  winter.  The  teacher,  if  a 
woman,  easily  found  a  family  with  whom  to  make  her  home 
if  she  would  work  for  her  board ;  or  if  a  man,  he  could  board 
with  the  families  who  sent  children  to  school.  Seated 
on  the  slab  benches,  with  their  bare  feet  dangling,  or,  on 
cold  mornings,  curled  under  them,  the  students  were  arranged 
according  to  size.  The  studies  consisted  of  the  three  "R's," 
as  well  as  history,  geography,  spelling,  and  grammar, — 
which  the  child  might  elect  as  his  tendencies  led  him,  or  as 
his  parents  decided.  Usually  the  boys  took  arithmetic,  spell- 
ing, writing,  and  history,  while  the  girls  elected  reading,  gram- 
mar, and  writing.  The  pupils  were  classified  according  to  the 
reader  they  used.     The  texts  were  McGuffey's  and  Wilson's 


DR.  JOHN  R.  PARK  15 

readers,  with  the  old  Webster  Spelhng  Book.  Old  and  young 
attended  school.  Parents  who  had  children  attending,  often 
had  them  bring  copies  of  writing  home,  from  which  they  ac- 
quired the  knowledge  they  had  hitherto  been  deprived  of. 
Teachers  received  from  $20  to  $35  a  month  or  from  $60  to 
$100  a  term ;  this  remuneration  was  often  in  produce,  as 
ready  cash  was  very  scarce. 

What  were  the  methods  of  Dr.  Park,  and  how  did  he 
gain  results?  These  questions  we  ask  the  former  students, 
and  they  reply  by  picturing  the  school  as  they  remem- 
ber it.  Scholarly,  dignified,  firm,  yet  tender  and  modest 
as  a  girl,  he  gained  the  respect,  confidence  and  love  of  those 
who  came  in  contact  with  him.  Many  and  varied  are  the  in- 
cidents related  by  the  disciples  of  the  "Old  School."  The 
following  is  told  by  an  old  student  of  the  Draper  school : 

The  master  wore  a  large,  flowered,  red  duster  in 
the  school  room,  which,  when  he  sat  down,  had  a 
tendency  to  slip  up  at  the  back  and  become  creased ; 
this  presented  a  humorous  situation  for  some  busy- 
fingered  youngster,  who  would  seize  the  coat  and 
attempt  to  straighten  its  folds  as  the  teacher  ])ro- 
ceeded  down  the  aisle.  A  pair  of  beaded  moccasins, 
instead  of  shoes,  adorned  his  feet,  enabling  him  to 
move  about  among  the  pupils  without  warning  them 
of  his  a])proach.  Aiding,  commending,  suggesting;  or 
repremanding  and  punishing,  he  performed  all  in  a 
quiet,  dignified  manner  as  he  noiselessly  glided  among 
them.  There  were  al^xnit  a  hundred  and  fifty  pupils 
in  all  the  grades  and  it  became  necessary  for  the  ad- 
vanced pupils  to  hear  the  small  ones  recite,  while  the 
"master"  taught  the  higher  branches.  Thoroughness 
was  the  chief  characteristic  of  the  w^ork.  W^ork  placed 
upon  the  board  had  to  be  explained  until  every  mem- 
ber became  familiar  with  every  detail. 

The  love  for  his  work  and  his  enthusiasm  in- 
spired the  pupils  to  high  ideals  and  ambitions.  He 
possessed  that  quality  which  enabled  him  to  become 
as  familiar  as  a  playfellow  with  the  children,  securing 
their  co-operation  in  all  the  activities  he  planned.  In- 
centives were  introduced  as  honor  marks,  or  even  a 
book  as  a  prize  for  some  special  merit.  On  Friday 
afternoons  they  had  school  entertainments,  which  the 
parents  were  induced  to  attend ;  or,  being  an  excellent 
physician  and  surgeon,  he  would  give  lectures  on  an- 
atomy, illustrating  the  talks  with  numerous  charts. 


16  DR.  JOHN  R.  PARK 


He  was  also  efficient  in  music  and  led  the  ward  choir. 
He  organized  a  fife  and  drum  corps  in  the  school  and 
gave  military  drill,  for  which  gray  homespun  uni- 
forms and  wooden  guns  were  suppHed  by  the  people. 
Expeditions  were  often  made  into  the  fields  and  hills 
for  live  nature  work,  during  which  he  never  lost  an 
opportunity  to  teach  kindness  and  protection  to  all 
living  creatures.  He  administered  to  their  physical  as 
well  as  their  intellectual  welfare,  setting  broken  bones 
or  extracting  teeth  for  his  flock." 

CALLED  TO  BE  PRESIDENT  OF  THE  UNIVERSITY. 

In  1867,  the  University  of  Deseret  was  opened  as  a  first 
class  Business  College  under  the  direction  of  David  O.  Calder. 
The  school  became  popular  from  the  first,  and  the  demands  of 
the  students  were  so  varied,  that  there  was  but  one  thing  to  do, 
and  that  was  to  establish  a  University  in  the  true  sense  of  the 
term.  The  University  of  Deseret  was  opened  in  September, 
1869,  with  Dr.  John  R.  Park  as  president.  Dr.  Park  had  been 
chosen  for  this  important  position  by  the  Board  of  Regents 
of  the  University,  and  immediately  left  his  little  school  in 
Draper  to  take  up  the  arduous  duties  of  a  college  president. 
The  permanency  of  the  University  was  now  assured. 

The  first  catalogue  issued  by  the  University  in  1869,  an- 
nounced the  following. 

CHANCELLOR  AND  BOARD  OF  REGENTS. 
CHANCELLOR, 

Daniel  H.  Wells, 

BOARD  OF  REGENTS, 

Isaac  Groo, 
Joseph  A.  Young, 
Robert  L.  Campbell, 
Henry  I.  Doremus, 
Samuel  W.  Richards, 
George  Q.  Cannon, 
George  J.  Taylor, 
Brigham  Young,  Jun., 
David  O.  Calder, 
Henry  W.  Naisbitt, 
George  Reynolds, 
David  McKenzie. 


DR.  JOHN  R.  PARK  17 


OFFICERS  OF  THE  BOARD. 

CHANCELLOR, 
Daniel  H.  Wells, 
SECRETARY, 
Robert  L.  Campbell. 
TREASURER, 
Thomas  W.  EUerbeck. 

EXECUTIVE  COMMITTEE, 

Robert  L.  Campbell, 
Isaac  Groo, 
David  O.  Calder. 
Then  came  the  announcement  of  the  faculty. 

FACULTY. 

John  R.  Park,  M.  D.,  President, 

Professor  of  Natural  History  and  Chemistry. 
Orson  Pratt,  A.  M. 

Professor  of  Mathematics,  Astronomy,  and  Moral  Science. 
Bernhard  H.  Bergman,  A.  M., 

Professor  of  Ancient   and   Modern   Languages   and    Lit- 
erature. 
William  Riess,  Ph.  D., 

Professor  of  Analytical  Chemistry  and  Metallurgy. 
Louis  F.  Monch, 

Professor  of  German,  Drawing,  and  Penmanship. 
Harmal  Pratt, 

Professor  of  Instrumental  Music. 
W.  D.  Johnson, 

Assistant  Instructor  in  Commercial  Department. 
Joseph  L.  Rawlins, 

Assistant     Instructor    in     Preparator}^    Department    and 
Mathematics. 
Volney  King, 

Instructor  in  Telegraphy. 
M.  H.  Hardy, 

Instructor  in  Phonography. 

Dr.  Park  had  one  impelling  ideal  and  that  was  the  es- 
tablishrnent  of  a  great  University  of  Utah.  For  this  reason  he 
called  scholars  to  be  his  associates.  Orson  Pratt  was  known 
as  a  mathematician  and  astronomer  of  rare  attainment,  both 
in  America  and  in  England.  William  Riess  was  one  of  the 
first  men  to  make  a  careful  study  of  the  geology  and  mineral 
deposits  of  Utah,  while  Joseph  L.  Rawlins  took  up  the  study 
of  law  at  Ann  Arbor,   Michigan,   where   he   was   graduated. 


18  DR.  JOHN  R.  PARK 


He  returned  to  Utah  and  eventually  was  Utah's  repre- 
sentative to  Congress  and  later  served  one  term  in  the  United 
States  Senate.  Mr.  Raw^lins  was  instrumental  in  obtaining 
through  Congress  the  grant  of  land  from  the  U.  S.  Military 
Reservation,  which  has  become  the  permanent  home  of  the 
University.  Mr.  Monch  was  actively  engaged  for  years  in 
teaching,  and  it  was  through  his  efforts  that  the  splendid 
school  known  as  the  Weber  Academy  was  established.  Milton 
H.  Hardy  became  one  of  the  most  prominent  physicians  and 
surgeons  of  the  state. 

The  catalogue  gave  somewhat  in  detail  the  courses  of 
study,  and  announced  the  establishment  of  a  first  class  library. 
A  literary  journal  was  to  "be  established  in  connection  with 
the  institution,  to  which  all  the  students  will  be  required  to 
contribute."  Instruction  in  the  University  included  classical, 
normal,  commercial,  and  preparatory  courses,  and  for  the  first 
time,  a  model  school  was  opened  in  connection  with  the  Nor- 
mal Department,  in  which  boys  and  girls  "would  be  prepared 
to  enter  immediately  the  college  classes,  and  thus  preclude 
the  necessity  of  the  present  preparatory  course."  Military 
training  and  physical  culture  were  also  to  be  prominent  fea- 
tures of  the  school.  Literary  societies  were  to  be  organized, 
and  "have  for  their  object  a  theoretical  and  practical  training 
in  oratory,  debate,  declamation,  composition,  and  parliament- 
ary rule  and  order."  In  speaking  of  the  cabinet,  the  catalogue 
says : 

The  Cabinet  of  the  University,  is  yet  in  embryo, 
containing  but  a  small  collection  of  a  few  hundred 
specimens,  yet,  it  is  designed  to  increase  it  until  it 
shall  fully  represent  the  mineralogical  and  geological 
formations  of  our  Territory,  its  entomological  life 
and  its  flora,  and  thus  form  a  valuable  adjunct  to 
illustration  in  the  department  of  Natural  History. 

Aid  is  solicited  from  the  friends  of  the  University 
in  different  parts  of  the  Territory,  and  also  from  mis- 
sionaries and  others  in  dififerent  parts  of  the  world  to 
assist  in  collecting  such  specimens  of  value  and  curi- 
osity as  they  can  obtain. 
In  reference  to  graduation  from  the  University: 

Students  completing  the  Classical  Course  will  re- 
ceive a  diploma  and  the  Degree  of  Bachelor  of  Arts. 
Those  completing  the  Normal  and  Scientific  Course 
will  receive  a  diploma  and  the  degree  of  Bachelor  of 


DR.  JOHN  R.  PARK  19 


Science.     Those  completing  the  Commercial  Course 

will  receive  a  diploma  with  appropriate  honors. 

The  story  of  the  first  few  months  of  the  history  of  the 
University  after  Dr.  Park  became  president  is  told  vividly  in 
his  journal.  Joseph  L.  Rawlins  was  hired  at  a  salary  of  $15  a 
term,  and  Dr.  F.  D.  Benedict  "has  been  hired  to  conduct 
classes  in  chemistry."  The  journal  shows  the  general  activi- 
ties of  the  students  of  those  days :  how  they  celebrated  the 
Fourth  of  July  or  took  part  in  the  exercises  celebrating  the 
completion  of  the  Utah  Central  railroad.  A  model  school,  we 
are  told,  was  opened  in  the  old  Brigham  Young  school  house, 
the  principal  of  which  was  Mrs.  Mildred  Randall,  and  on  one 
occasion,  the  president  "met  with  the  City  Council  in  the  even- 
ing and  made  a  report  as  chairman  of  the  Board  of  Inspectors 
of  the  District  schools  of  the  City,  and  also  submitted  a  plan 
for  the  grading  of  the  City  schools." 

A  part  of  the  journal  is  here  transcribed. 

1869. 

March  1.  A  meeting  of  the  Chancellor  and  Board  of  Regents 
of  the  University  of  Deseret  was  held  today,  at  which  Mr. 
David  O.  Calder,  Principal  of  the  University,  who  had 
conducted  the  Institution  as  a  Commercial  College  since 
November,  1867,  resigned  his  office  as  Principal,  and  Doc- 
tor John  R.  Park  was  elected  and  employed  as  Principal 
of  the  University  in  his  stead.  A  salary  of  sixteen  hun- 
dred dollars  per  annum  was  voted  the  new  Principal. 

Robert  S.  Campbell,  Isaac  Groo,  and  D.  O.  Calder 
were  elected  as  an  executive  committee  of  the  board. 

March  8.  The  University  opened  its  school  today  in  the 
Council  House  under  John  R.  Park  as  Principal,  with  its 
organization  extended  so  as  to  include  in  addition  to  its 
Commercial  Course,  a  classical,  a  Normal,  a  Scientific,  and 
a  Preparatory  Course.  The  exercises  of  the  school,  were 
initiated  by  prayer  from  Regent  Robert  S.  Campbell.  Re- 
gent Isaac  Groo  was  also  present.  Eighty-four  students 
were  enrolled.  Louis  F.  Monch  was  employed  as  teacher 
in  the  Institution  for  $1200  per  annum,  and  H.  Milton 
Davis  for  one  month  in  the  Commercial  Department  for 
$75. 

The  Executive  Committee  supplied  the  Institution 
with  additional  apparatus,  Guyot's  Geographical  Wall 
Maps,  blackboards,  charts,  globes,  etc. 

March.  25.     Joseph  L.  Rawlins  was  employed  as  an  occasional 


20  DR.  JOHN  R.  PARK 


assistant  in  teaching,  receiving  for  services  his  tuition, 
that  is,  fifteen  dollars  per  term. 

April  5.  The  school  adjourned  for  General  Church  Confer- 
ence, till  the  12th  inst. 

May  27.  At  a  meeting  of  the  teachers  of  the  University  to- 
day, an  organization  of  the  faculty  w^as  effected.  There 
w^ere  present  John  R.  Park,  L.  F.  Monch,  B.  H.  Burgh- 
man,  S.  W.  Darke  and  J.  L.  Rav^Hns.  John  R.  Park  was 
elected  President  and  L.  F.  Monch,  Secretary. 

June  4.  First  term  closed.  There  were  190  students  enrolled 
during  the  term. 

June  7.  The  second  terms  commenced  with  114  students, 
Joseph  L.  Rawlins  was  employed  with  additional  serv- 
ices given  him,  at  $30  per  month. 

June  28.  The  school  dismissed  till  July  7,  to  prepare  for  and 
celebrate  the  4th  of  July. 

July  5.  The  University  took  part  in  the  general  celebration, 
representing  the  13  original  Colonies,  the  37  States,  and 
the  9  Territories,  with  young  ladies  of  the  Institution  in 
uniform,  also,  representing  Deseret  by  a  young  lady  in 
homespun.  Flags,  banners,  apparatus,  etc.  of  the  Insti- 
tution were  also  used  in  the  celebration,  borne  by  the 
young  men  of  the  school  in  procession.  In  the  evening 
a  social  party  was  held  for  the  students  in  the  upper  room 
of  the  University  building. 

August  24.  First  Annual  Catalogue  of  the  University  issued 
— 500  copies. 

September  29.  Today  the  contract  for  repairing  the  "Old 
Store"  opposite  the  South  Gate  of  the  Temple  Block,  to 
use  for  students  of  the  University  and  for  the  Model 
wSchool  to  be  opened  Oct.  11th,  was  given  to  Wm.  Paul  at 
$350,  also  the  contract  for  making  56  desks  and  seats  for 
the  Model  School  at  $6.25  each — all  to  be  completed  by 
the  11th  of  October. 

October  11.  The  fall  term  of  the  University  was  opened  this 
morning  with  prayer  by  Robert  L.  Campbell.  125  students 
were  enrolled,  including  a  few  for  the  Model  School, 
which  on  account  of  the  repairs  to  the  building  intended 
for  its  use  not  yet  being  completed,  is  not  yet  formally 
opened.  Milton  H.  Hardy  has  been  secured  as  principal 
of  the  Model  School.  O.  H.  Riggs  has  been  employed  as 
teacher  in  the  University  proper,  though  his  salary  has 
not  yet  been  definitely  fixed. 

The  business  of  the  day  consisted  chiefly  in  regis- 
tering names  of  students  and  formally  opening  the  term 
without  the  organization  of  any  classes.  After  prayer  a 
few  remarks  were  made  by  the  President  of  the  faculty, 
followed  by  an   address   to  the   students  by   Robert   L. 


DR.  JOHN  R.  PARK  21 


Campbell,  and  remarks  from  Profs.  Riggs,  Bellerive,  and 
Monch.  W.  O.  Johnson  has  been  re-engaged  as  teacher 
in  the  Commercial  Department,  and  commences  his  serv- 
ices with  the  term. 

October  14.  The  Model  School  in  connection  with  the  Nor- 
mal Department  of  the  University  was  formally  inaugu- 
rated this  morning,  with  M.  H.  Hardy  as  Principal.  The 
School  was  opened  with  prayer  by  Robert  L.  Campbell, 
who  dedicated  the  building  and  all  connected  with  the 
school  to  the  Lord.  Though  the  school  has  commenced, 
the  building  is  not  yet  quite  completed.  There  were  Z7 
pupils  enrolled. 

October  19.  The  Model  School  was  dismissed  today  until  the 
25th  inst.,  Mr.  Hardy  being  required  to  drill  on  the  20th, 
21st,  and  22nd  with  the  Nauvoo  Legion,  and  needing  to- 
day to  prepare. 

November  5.  Today  the  first  University  ^Manuscript  paper 
was  read  before  the  students.  The  articles  were  con- 
tributed by  the  male  students,  and  the  paper  edited  by  D. 
Hamner  Wells.  The  paper  bore  the  title,  "The  Prickly 
Pear." 

November  9.  The  first  lyceum  of  the  University  was  organ- 
ized this  evening.  It  was  opened  with  prayer  by  Robert 
L.  Campbell.  A  temporary  organization  was  effected  by 
electing  John  R.  Park  president  and  L.  F.  Monch,  secre- 
tary. A  committee  to  draft  a  Constitution  and  by-laws 
was  appointed  and  other  business  done  when  the  meeting 
adjourned  till  Thursday  evening  the  11th  inst.  for  per- 
manent organization.     There  were  13  members. 

November  12.  Today  the  second  manuscript  paper  of  the 
L^niversity,  prepared  by  the  lady  students,  was  read.  Miss 
Mary  E.  Culin  was  editress.  The  paper  was  called  the 
''Ladies'  University  Magazine."  Select  reading  by  the 
ladies  and  declamations  by  the  gentlemen  were  also  given 
on  the  occasion.  These  latter  exercises  were  the  first  of 
the  kind  given  in  the  University. 

December  11.  President  Brigham  Young  today  visited  the 
school,  also  the  Chancellor  D.  H.  Wells,  and  both  spoke 
to  the  students  encouraging  them  to  diligence  in  the 
acquisition  of  knowledge  and  learning.  The  President 
expressed  himself  well  pleased  with  the  exercises  and  the 
school. 

1870. 

January  10.  Adjourned  the  school  to  celebrate  the  comple- 
tion of  the  Utah  Central  Rail  Road  to  Salt  Lake  City,  by 
laying  the  last  rail  and  driving  the  last  spike.  At  night 
took   part   in   the   general   illumination   in   honor   of   the 


22  DR.  JOHN  R.  PARK 


event,    by   lighting   up   the   University    building    on    the 
north  and  east  sides. 

April  14.  "The  College  Lantern"  for  May  was  printed  to- 
day: the  first  number.  A  number  with  the  date  of  April 
was  struck  oflf  before  the  proof  was  corrected,  and  was 
therefore,  thrown  aside,  and  the  publication  postponed 
till  today,  because  the  printers,  as  they  alleged,  were  be- 
ing pressed  by  other  matter. 

April  18.  The  spring  term  opened  today.  L.  F.  Monch  had 
been  released  as  teacher  in  the  University  and  John  Mor- 
gan employed  to  take  charge  of  the  classes  in  penman- 
ship. Miss  May  Culin  has  taken  charge  as  teacher  of 
some  of  the  classes  in  the  preparatory  department.  The 
school  opened  today  with  an  encouraging  patronage, 
about  hundred  students  including  the  pupils  in  the  Model 
School  being  present. 

Mrs.   O.   H.   Riggs   and  Miss   Pratt   have   been   em- 
ployed as  assistant  teachers  in  the  Model  School. 

June  10.  Today  introduced  calisthenics  as  an  exercise  into 
the  Model  School. 

June  15.  Today  began  the  construction  of  a  gymnasium  for 
the  University  in  the  yard  at  the  west  end  of  the  build- 
ing. 

July  8.  Today  read  the  manuscript  of  the  University  Cata- 
logue for  the  year  1869-70  to  Chancellor  D.  H.  Wells  and 
Regent  R.  L.  Campbell,  which  was  approved  by  them.  It 
was  of  Analytical  Chemistry  and  Metallurgy,  Mr.  C.  Bar- 
rett not  having  filled  that  position  to  my  satisfaction ;  and 
that  Prof.  John  Morgan  should  act  as  Principal  of  the 
Commercial  Department;  that  Prof.  George  Careless 
should  fill  the  Chair  of  Vocal  and  Instrumental  Music; 
and  Prof.  Karl  G.  Maeser  that  of  German.  The  Chan- 
cellor agreed  to  arrange  for  the  publication  of  the  cata- 
logue and  announcement. 

July  14.  Today  Doctor  F.  D.  Benedict,  professor  elect  to 
the  Chair  of  Analytical  Chemistry  and  Metallurgy,  in  the 
University,  gave  some  interesting  experiments  before  the 
class  in  chemistry,  thus  introducing  his  work. 

September  19.  Today  the  fall  term  of  the  University  opened 
with  nearly  two  hundred  students  in  attendance.  The 
following  teachers  are  engaged  in  actual  work :  John 
R.  Park,  O.  H.  Riggs,  C.  L.  Bellerive,  John  Morgan,  J.  L. 
Rawlins,  and  F.  D.  Benedict  in  the  University;  and  M.  H. 
Hardy  and  Miss  Saraph  C.  Young  in  the  Model  School. 
Prof.  Morgan  has  taken  full  charge  of  the  Com- 
mercial Department  in  the  place  of  W.  D.  Johnson  re- 
leased.   Prof.  RawHns  has  charge  of  the  classes  in  Math- 


DR.  JOHN  R.  PARK  23 


ematics,  and  teaches  other  classes  besides.  Miss  Fanny 
Young  has  been  engaged  to  assist  in  the  Model  School 
when  it  shall  be  fully  organized  and  further  accommoda- 
tions provided. 

New  desks  for  the  primary  grade  in  the  Model 
School,  and  for  the  male  students  in  the  University  have 
been  ordered  and  are  being  prepared.  They  are  to  be 
placed  upstairs  in  the  Model  School  building. 

Mrs.  Riggs  was  released,  at  her  own  request,  from 
teaching  in  the  University  the  present  term. 

1871. 

January  5.  Fast  day.  No  session  of  school  today.  Arrange- 
ments have  been  made  for  conducting  hereafter  all  the 
classes  as  announced  on  the  programme.  Prof.  Maeser 
takes  Latin,  Greek,  History,  and  Natural  Science.  Prof. 
Dan  Weggeland  has  been  employed  to  take  charge  of  the 
class  in  Drawing,  heretofore  taught  by  Prof.  Bellerive. 

January  6.  Everything  in  the  conduct  of  the  classes  has  gone 
off  well  today,  considering  the  interruption  and  change  to 
new  teachers.  Prof.  Weggeland  gave  his  first  lesson  in 
drawing  today,  and  Prof.  Maeser  in  Latin,  Greek,  History, 
etc. 

January  13.  Have  arranged  with  Dr.  Benedict  for  a  series 
of  general  lectures  on  the  subject  of  Chemistry,  to  be 
given  each  week  on  Friday,  from  3:15  to  4  p.  m.  The 
subject  today  was  oxygen. 

January  17.  Prof.  Orson  Pratt  this  evening  gave  his  first 
lecture  before  the  students  of  the  University,  and  the 
public,  on  the  subject  of  Astronomy,  in  the  large  Taber- 
nacle. 

April  18.  The  University  and  Model  School  opened  and  were 
conducted  today  under  the  new  arrangement  and  pro- 
grams decided  on  yesterday.  Met  with  the  City  Council 
in  the  evening  and  made  a  report  as  Chairman  of  the 
Board  of  Inspectors  of  District  Schools  of  the  City,  and 
also  submitted  a  plan  for  the  grading  of  the  City 
Schools.  The  report  with  plan  was  referred  to  the  Com- 
mittee on  Municipal  Laws,  consisting  of  Raleigh,  Mc- 
Kean,  and  Winder. 

April  21.  Incorporated  Mrs.  Mildred  Randall's  school,  held 
in  Pres.  Brigham  Young's  School  House,  as  a  grade  of 
the  Model  School  of  the  University.  The  teachers  of 
the  Model  School  now  are  Miss  Mary  E.  Cook,  principal, 
and  Miss  Seraph  C.  Young,  Miss  Dora  Wilckin,  and  Mrs. 
Mildred  Randall  assistants. 

May  6.  Removed  the  Model  School  from  the  building  it  has 
been  occupying  opposite  the  South  Gate  of  the  Temple 


24  DR.  JOHN  R.  PARK 


Block,  to  the  Social  Hall,  which  is  much  more  commodi- 
ous, convenient,  and  healthful.  Mrs.  Randall's  grade  still 
occupies  Prest.  Young's  School  House. 
May  12.  Today  gave  a  May  walk  to  the  pupils  of  the  Model 
School.  They  went  to  Pleasant  Valley,  City  Creek  Canon, 
accompanied  by  Miss  May  E.  Cook,  Miss  Ida  lone  Cook, 
Miss  Seraph  C.  Young,  and  Miss  Dora  Wilcken. 

June  1.  Adjourned  the  school  today  in  honor  of  President 
Brigham  Young,  it  being  the  70th  anniversary  of  his  birth- 
day. 

July  4.  The  University  took  part,  today,  in  the  general  cele- 
bration. The  ladies  of  the  University  represented  the 
Thirteen  original  States,  the  twenty-five  States  since  ad- 
mitted to  the  Union,  the  eleven  Territories  now  organized, 
the  District  of  Columbia,  and  the  State  of  Deseret.  These 
were  drawn  in  three  large  cars  beautifully  decorated ;  the 
first  by  two  white  span  of  horses,  the  second  by  two  black 
span,  and  the  third  by  two  white  span. 

The  University  also  represented  two  Continental  sol- 
diers, two  cavalry  soldiers  of  today,  and  two  mountain- 
eers, all  on  horseback.  The  other  students  followed  in 
procession  with  appropriate  insignia  and  badges.  The 
display  was  the  finest  in  the  procession. 

STUDENT  LIFE  IN  THE  SIXTIES. 

The  University  of  Deseret  had  a  policy  and  custom  in 
those  days  that  has  been  adopted  in  eastern  universities  to- 
day, but  which  has  not  been  lived  up  to  so  well  in  the  last  few 
years  by  our  own  institution.  It  was  the  custom  of  the  pro- 
fessors and  instructors,  together  with  the  Board  of  Regents, 
to  take  part  in  public  affairs  of  state  and  to  mix  with  the 
people.*  In  other  words  the  people  were  not  isolated  from 
the  University,  nOr  the  University  from  the  people.  When 
our  national  holiday,  the  Fourth  of  July,  came,  the 
people  celebrated  and  the  University  regents  and  teachers  to- 
gether took  part  in  a  manner  that  was  conducive  to  patriotism, 
as  well  as  a  love  for  education.  In  the  year  1869,  there  was 
a  stirring  celebration  in  honor  of  our  nation's  natal  day,  and 
in  the  procession,  the  regents,  faculty,  and  students  of  the 
University  marched.  A  handsome  banner  was  carried  on 
which  appeared,  in  reHef,  UNIVERSITY  OF  DESERET,  sur- 
mounted by  a  figure  of  Minerva,  with  the  inscription,  PRO- 


DR.  JOHN  R.  PARK  25 

TECTERIAM  SCIENTIARUM  ET  ARTIUM.  Robert  L. 
Campbell  and  John  R.  Park,  headed  the  University  faculty, 
and  they  were  followed  by  eight  students  carrying  two  large 
globes  and  philosophical  and  school  apparatus.  They  in  turn 
were  followed  by  "thirteen  young  ladies,  dressed  in  white, 
with  red  sashes  representing  the  original  thirteen  states,  with 
the  name  of  each  state  in  bronze  on  the  sashes."  The  states, 
as  well  as  the  different  territories,  were  represented  by  other 
girls  of  the  school.  They  carried  a  banner  on  which  were  in- 
scribed the  words  "The  Union  Inseparable."  The  girls  repre- 
senting the  territories  carried  a  banner  on  wdiich  was  inscribed 
the.  motto  "The  Territories — Our  hope  in  the  Future." 

The  young  men  of  the  University  brought  up  the  rear, 
bearing  sextants,  quadrants,  telegraphic  instruments,  and  a 
banner  with  the  following  sentiment:  "OUR  NATION'S 
PROSPERITY  LIES  IN  THE  EDUCATION  OF  HER  CHIL- 
DREN." The  following  notice  of  this  celebration  was  pub- 
lished in  the  different  newspaper  a  few  days  before  the 
Fourth : 

FOURTH  OF  JULY. 

The  Professors  of  the  University,  and  the  Teachers  of 
the  Select,  Ward,  and  Sunday  Schools  in  this  city,  are  hereby 
requested  to  meet  the  Committee  of  Arrangements  for  cele- 
brating the  4th  of  July  next,  at  the  CITY  HALL,  tomorrow, 
SATURDAY,  at  5  o'clock  p.  m.  The  Tradesmen  and  Artisans 
of  the  City  arc  also  requested  to  meet  at  the  same  place  at 
7,  the  same  evening. 

(Signed)     R.  H.  BURTON,  Chairman. 

The  states  and  territories  were  represented  by  the  fol- 
lowing young  ladies  : 

Maine Miss  Margaret  Mair 

New  Hampshire Miss  Eva  Young 

Vermont Miss  Rose  Young 

Massachusett Miss  Emma  Wells 

Rhode  Island Miss  Harriet  Woolley 

Connecticut Miss  Alice  Slade 

New  York Miss  Jessie  Fox 

Pennsylvania Miss  Mary  Culin 

New  Jersey Miss  Hannah  Taylor 

Delaware Miss  Annie  Jeremy 


2b  DR.  JOHN  R.  PARK 


Virginia Miss  Bessie  Wells 

North  Carolina _Miss  Sarah  Slaker 

South  Carolina «Miss  Harriet  Taylor 

Georgia Miss  Abbie  Wells 

Florida Miss  Jettie  Little 

Alabama Miss  Susie  Young 

Mississippi Miss  Kate  Sharp 

Louisiana Miss  Louisa  Young 

Texas Miss  Georgia  Calder 

Arkansas Miss  Lizzie  Johnson 

Tennessee „Miss  Mamie  Decker 

Kentucky Miss  Isabel  Calder 

West  Virginia Miss  Bell  Parks 

Ohio Miss  Louisa  Green 

Indiana Miss  Elizabeth   Emery 

Illinois „Miss  Phoebe  Young 

Michigan Miss  Kate  Wells 

Wisconsin Miss  Henrietta  Richards 

Minnesota Miss  Lavina  Pandleton 

Iowa ,  Miss  Hereima  Pratt 

Nebraska Miss  Ellen  McAlister 

California Miss  Cynthia  Crismon 

Oregon Miss  Elizabeth  Pyper 

Nevada Miss  Frances  Wells 

Missouri Miss  Dora  Young 

Kansas -Miss  Carrington 

Maryland Miss  Julia  Young 

Deseret Miss  Matilda  Streeper 

Utah ^Miss  Myra  Young 

Montana Miss  Mary  Wells 

Idaho Miss  Elizabeth  Sharp 

Arizona Miss  Jane  Lynch 

New  Mexico Miss  Lizzie  Winder 

Washington Miss  Clara  Little 

Wyoming Miss  Matilda  Bryan 

Dakota Miss  Jamima  Jack 

Colorado Miss  Alice  Ellerbeck 

A  BUSY  COLLEGE  LIFE. 

In  1871  Dr.  Park  left  for  an  extended  trip  to  Europe. 
While  abroad  he  visited  the  noted  cities  of  the  Old  World, 
particularly  Berlin,  Paris,  and  London.  Making  a  collection  of 
books,  pamphlets,  and  maps,  he  brought  them  home  with  him 
and  added  them  to  his  private  library,  which  in  time  he  turned 
over  to  the  University.  The  return  of  Dr.  Park  to  the  East- 
ern states  bv  railroad  was  in  marked  contrast  to  the  time 


DR.  JOHN  R.  PARK  27 


when  he  crossed  the  plains  by  ox  teams.  His  trip  did  much 
to  add  to  the  virility  and  life  of  the  University.  A  natural 
observer,  Dr.  Park  was  able  to  gather  data  at  first  hand,  which 
was  a  contribution  to  the  thought  of  the  University.  He 
lectured  extensively  throughout  the  Territory  on  the  social, 
economic,  and  political  conditions  in  Europe. 

From  1870  to  the  time  when  Utah  was  admitted  as  a 
state,  the  University  had  rough  sailing  at  times.  It  will  be 
remembered  that  the  governors  from  the  day  of  Brigham 
Young  to  Heber  M.  Wells  in  1896  w^ere  men  who  were  sent 
here  by  the  government  and  were  therefore  not  in  sympathy 
at  times  with  the  people.  Neither  could  the  people  always 
support  them.  As  a  result,  every  territorial  institution  suf- 
fered more  or  less  because  of  politics.  At  times,  the  legisla- 
ture would  refuse  to  confirm  appointments  made  by  the  gov- 
ernor, and  the  governor  on  the  other  hand  would  not  support 
the  acts  of  the  legislatures.  This  political  trouble  has  been 
common  more  or  less  to  all  our  western  territories,  and  Utah 
is  not  an  exception  to  the  rule. 

Dr.  Park,  however,  was  diplomatic,  and  through  all  the 
political  troubles  in  Utah,  he  directed  the  institution,  and 
the  University  graduates  and  planted  ideals  in  the  minds  of 
hundreds  of  students  whose  true  manhood  and  womanhood 
are  seen  to  this  day.  In  those  days,  a  student  was  not  always 
blessed  with  every  desire  of  his  heart.  If  he  needed  a  test 
tube,  he  was  compelled  to  make  one.  Quite  in  contrast  to 
the  student  of  today  who  buys  a  dozen  for  a  mere  trifle! 
But  the  early-day  student  was  resourceful  and  constructive. 
He  went  to  the  University  for  knowledge,  and  nothing 
daunted  him.  In  his  reading  he  was  sincere  and  studied  for 
the  real  love  of  it. 

I  like  to  recall  some  who  were  students  of  those  days  and 
who  received  inspiration  from  Dr.  Park.  They  are  well 
known.  Who  of  the  old  students  do  not  love  to  think  of  Dr. 
Joseph  Toronto — ''great  and  scholarly  in  every  line  of  work." 
Of  all  the  scholars  of  the  old  days,  he  takes  first  place  in  the 
estimation  of  the  Alumni.  Then  there  were  Dr.  Paul,  Dr. 
Kingsbury,  Dr.  Howard,  Dr.  Stewart,  Prof.  Stephens,  Prof.  Al- 
len, Prof.  Careless,  Prof.  Bishop,  and  many  others  who  have 


28  DR.  JOHN  R.  PARK 


held  scholarship  on  a  high  and  noble  basis,  and  men  who  have 
directed  thousands  of  students  to  the  sources  of  knowledge. 
Hundreds  of  the  alumni  of  those  days — a  generation  ago,  have 
won  distinction  in  life,  and  indicate  to  the  generatio  nof  today 
that  the  University  of  Deseret  was  a  place  where  students  had 
but  one  ideal  and  dream,  and  that  was  to  work  for  truth — for 
knowledge.  The  University  of  forty  years  ago  was  for  char- 
acter-making, for  the  creation  of  the  truer  ideals  of  life.  Would 
that  we  could  always  hold  to  such  ideals  today !  Many  of  the 
old  professors  and  students  have  gone  to  their  reward,  but 
they  have  left  the  youth  of  today  a  rich  and  noble  message — 
the  message  of  what  true  education  means.  May  the  present 
generation  profit  by  their  heritage.  A  great  man  chooses 
great  characters  to  help  in  any  important  work.  So  with  Dr. 
Park.  He  chose  men  of  viriHty  and  learning  and  they  were 
the  educators  who  moulded  the  ideals  of  the  youth  of  the 
State. 

Dr.  Park  made  a  careful  study  of  the  times  in  which  he 
lived  and  adapted  the  University  courses  to  the  real  needs  of 
the  people.  Yet  he  never  forgot  that  education  is  for  the 
spiritualizing  of  the  race,  and  not  primarily  for  the  mere 
purpose  of  solving  the  material  problems  of  life.  A  great 
advocate  of  the  "humanities,"  he  always  printed  in  the  Uni- 
versity catalogues  courses  of  studies  that  tended  to  keep  be- 
fore the  students  the  spirit  of  history  and  the  classical  lan- 
guages. In  the  third  annual  catalog,  printed  in  1870-71,  we 
have  the  following  courses  of  study  for  the  Classical  course. 

CLASSICAL  STUDIES. 
Freshman  Year. 

First  Term — Cicero  (Orations)  Latin  Prose  Com- 
position, Xenophon's  Anabasis,  Greek  Pose  Composi- 
tion, Higher  Algebra  completed,  Natural  Philosophy. 

Second  Term — Virgil's  Aeneid,  Latin  Prose  Com- 
position, Xenophon's  Anabasis,  Greek  Prose  Composi- 
tion, Cubic  and  Biquadratic  Equations,  Natural  Phil- 
osophy. 

Third  Term — Virgil's  Aeneid,  Latin  Prose  Com- 
position, Homer's  Iliad,  Greek  Prose  Composition, 
Geometry,  Roman  History. 

Fourth  Term — Virgil's  Bucolics,  Homer's  Iliad, 
Greek  Prose  Composition,  Greek  Testament  (Gos- 
pels), Geometry,  Roman  History. 


DR.  JOHN  R.  PARK  29 


Sophomore  Year. 

First  Term — Cicero  de  Senectute,  and  Horace, 
Xenophon's  Memorabilia,  Greek  Testament  (Acts  of 
the  Apostles),  Geometry  completed,  and  Plane  Trig- 
onometry, Zoology. 

Second  Term — Livy  and  Terence,  Demosthenes 
(Philippics),  Creek  Testament  (Epistles),  Spherical 
Trigonometry  and  Mensuration,  and  Surveying  and 
Navigation,  Zoology. 

Third  Term — Livy  and  Juvenal,  Plato  (Apology), 
Greek  Testament  (Epistles),  Analytical  Geometry, 
Grecian  History,  Physiology. 

Fourth  Term — Tacitus  (Germania  and  Agricola), 
Thucydides,  Analytical  Geometry  completed,  Grecian 
History,  Physiology. 

Junior  Year. 

First  Term — Differential  Calculus,  General 
Chemistry  (inorganic),  Rhetoric,  Political  Economy. 

Second  Term — Integral  Calculus,  General 
Chemistry  (organic),  Rhetoric,  Political  Economy. 

Third  Term — x\stronomy.  Practical  Chemistry, 
Logic,  Botany,  Mental  Philosophy. 

Fourth  Term — Astronomy,  Practical  Chemistry, 
Logic,  Botany,  Mental  Philosophy. 

Senior  Year. 

First  Term — English  Literature,  Natural  The- 
ology, Elements  of  Criticism,  Moral  Philosophy. 

Second  Term — English  Literature,  Natural  The- 
ology, Elements  of  Criticism,  Moral  Philosophy. 

Third  Term — Geology,  Mineralogy,  Analogy  of 
Religion,  International  Lav^,  Constitution  of  the 
United  States. 

Fourth  Term — Geology,  Mineralogy,  Analogy  of 
Religion,  International  Lav^,  Constitution  of  the 
United  States. 

During  the  decade  from  1880  to  1890,  the  various  depart- 
ments of  the  University  grew  in  power  and  efficiency.  The 
laboratories  were  well  equipped,  and  the  mathematical,  phil- 
osophical, and  chemical  apparatus  in  possession  of  the  Uni- 
versity cost  several  thousand  dollars.  A  good  museum  was 
established,  and  every  facility  offered  for  the  study  of  the 
natural  sciences.  Dr.  Park  organized  many  literary  societies 
among  the  students,  one  of  which  was  the  old  Zeta  Gamma 
found  in  1876,  the  Delta  Phi,  and  the  Normal.  Other  so- 
cieties not  connected  with   the  University  were   closely  af- 


30  DR.  JOHN  R.  PARK 


filiated  with  the  institution  such  as  the  old  Wasatch  Club,  a 
literary  and  debating  association,  which  had  as  members  a 
large  number  of  men  and  women  who  have  made  their  mark 
in  life. 

The  general  condition  of  the  University  may  be  best  given 
by  extracts  taken  at  random  from  the  University  catalogue  for 
1882-83.  In  announcing  courses  we  find  the  following  inter- 
esting points. 

History. 

In  the  course  of  general  and  special  History,  the 
object  will  not  be  to  memorize  alone  the  conspicuous 
events  of  past  times,  but  to  consider  them  rather  as 
land-marks  in  the  course,  or,  perhaps,  more  appropri- 
ately, as  results  whose  causes  will  be  found  in  the 
study  of  the  habits  and  thoughts  of  the  people  of  con- 
temporaneous and  previous  times.  Royalty  and  arms 
will  be  studied  more  as  the  exponents  of  popular 
thought  and  feeling  than  for  any  practical  value  in 
themselves.  The  knowledge  of  History  acquired  in 
the  course  will  be  utilized,  as  far  as  possible,  by  its 
practical  adaptation  to  the  events  and  circumstances 
of  our  own  times,  and  thus  be  made  to  exhibit  the 
philosophy  of  intelligent  prophecy. 

Politics. 

The  course  of  Politics  will  be  embraced  in  the 
study  of  Civil  Government  and  Political  Economy. 

A  knowledge  of  Political  Government  may  be 
considered  essential  to  every  one  who  would  exercise 
sovereign  rights,  as  he  should,  in  a  republican  country. 
It  is,  indeed,  imperative  where  usurpation  and  des- 
potism are  possible. 

In  the  study  of  Civil  Government,  the  student  is 
made  acquainted  with  the  various  forms  of  political 
government,  their  character,  peculiarities  and  effects, 
and  intimately  with  the  history,  and  detailed  workings 
of  our  own. 

The  class  is  organized  into  a  society,  governed 
by  Parliamentary  Law,  and  takes  up  for  discussion 
the  different  sections  and  clauses  of  the  Constitution, 
as  they  are  given  in  Townsend's  Analysis  of  Civil 
Government. 

International  Law  is  also  briefly  considered,  but 
at  sufficient  length,  however,  to  give  the  student  a 
clear    understanding   of   its    origin,    importance,    and 


effects. 


DR.  JOHN  R.  PARK  31 


Commercial  and  business  forms  are  exhibited  and 
explained;  moot  courts  are  also  held,  in  which  ordi- 
nary suits  are  carried  on  by  the  class. 

In  the  study  of  Political  Economy  will  be  taught 
the  guiding  principles  to  be  considered  in  all  schemes 
for  national  and  individual  wealth. 

Mathematics. 

In  the  course  of  Mathematics  a  full  exhibit  is 
given  of  the  principles  of  exact  reasoning.  The  im- 
portance of  truth  and  well  established  facts  in  the 
consideration  of  every  subject  worthy  of  contempla- 
tion, is  thus  made  apparent,  and  habits  of  definite  and 
concentrated  thought  induced. 

The  studies  lead  to  surveying,  which  includes  a 
practical  acquaintance  with  instruments  and  field 
work.  Especial  care  is  taken  that  the  student  shall 
thoroughly  understand  the  different  operations  and 
shall  be  enabled  to  formulate  his  own  rules  when 
necessary. 

Natural  History  and  Science. 

In  the  study  of  Natural  History  and  Science, 
ample  opportunity  will  be  oiTered  the  student  for  a 
practical  acquaintance  with  their  subjects.  The  Cab- 
inets of  the  University  contain  material  for  illustra- 
tion in  Zoology,  Geology,  and  Botany ;  besides,  an  ex- 
tensive and  valuable  collection  of  apparatus  and  pure 
chemicals  offers  rare  facilities  of  illustration  in  Chem- 
istry and  Physics,  and  for  laboratory  practice.  In 
addition  to  these  advantages  offered  the  scientific  stu- 
dent in  the  University,  free  access  is  also  given  him 
to  the  extensive  and  diversified  collections  of  the 
Deseret  Museum,  which  is  due  to  the  favor  and  pat- 
ronage of  the  custodian. 

DR.  PARK  AS  A  SCIENTIFIC  MAN  AND  TEACHER. 

On  taking  his  position  as  president  of  the  University  Dr. 
Park  determined  to  have  the  mineral  and  geological  forma- 
tions of  Utah  studied,  and  also  the  fauna  and  flora.  Dr.  Orson 
Howard  made  an  extensive  study  of  the  animal  and  vegetable 
life  of  Utah  and  wrote  a  scientific  treatise  on  the  botany  of 
the  Rocky  mountains.  Professor  Barfoot  made  a  care- 
ful examination  of  the  geological  and  mineralogical  for- 
mations in  the  territory,  and  Albert  Carrington,  one  of  the  re- 
gents, was   always  occupied  in  helping  government  investi- 


32  DR.  JOHN  R.  PARK 


gators  sent  to  the  Far  West  for  scientific  study.  Careful  in 
his  choice  of  teachers,  during  his  administration  of  the  Uni- 
versity Dr.  Park  gathered  about  him  men  and  women  who 
were  capable  of  contributing  to  the  intellectual  life  of  the 
people.  At  the  head  of  this  list  was  Orson  Pratt,  scientist  and 
philosopher.  The  writer  remembers  a  remark  concerning  Or- 
son Pratt  made  by  Dr.  Charles  Venneziani,  a  professor  of 
mathematics  duing  the  early  nineties.  Said  he :  "I  have  read 
the  works  of  Orson  Pratt  and  consider  them  contributions  to 
the  world  of  science."  Pratt's  CUBIC  AND  BI-QUADRATIC 
EQUATIONS  published  by  the  Longmans,  Green  company  of 
London  in  1866  was  a  work  that  was  completed  while  the 
author  was  travelling  in  Europe.  With  the  opening  of  the 
University  of  Deseret  in  1850,  Professor  Pratt  was  one  of  the 
men  instrumental  in  establishing  the  higher  institution  of 
learning,  and  on  his  return  from  England  in  1852  he  gave 
lectures  on  astronomy  and  physics  in  the  Social  Hall.  Again 
in  1871,  Professor  Pratt  began  a  series  of  lectures  in  the  large 
Tabernacle  in  Salt  Lake  City,  which  were  prefaced  with  the 
remarks :  "These  lectures  are  given  especially  for  the  in- 
struction of  the  students  of  the  University  of  Deseret."  Be- 
sides Professor  Pratt,  there  were  Dr.  F.  D.  Benedict,  Dr.  Karl 
S.  Masser,  George  Careless,  Dan  Weggeland,  Dr.  M.  H.  flardy, 
O.  H.  Riggs,  T.  B.  Lewis,  C.  L.  Bellrive,  Bartlett  Tripp,  James 
Cobb,  and  many  others.  Later  there  came  such  men  as  Or- 
son Howard,  a  scientist  of  national  reputation,  Joseph  Tor- 
onto, Joseph  T.  Kingsbury,  Joshua  H.  Paul,  William  M.  Ste- 
wart, and  Henry  M.  Schmidtwartenburg.  Prominent  lectur- 
ers visited  the  University,  among  whom  were  Richard  A. 
Proctor,  Charles  Eliot,  President  of  Harvard,  and  Count  de 
Lesseps,  engineer  for  the  French  government  of  the  Panama 
canal. 

Scientist  himself,  Dr.  Park  saw  the  possibility  of  great 
scientific  research  at  the  University.  For  example  in  1874, 
the  citizens  of  Salt  Lake  called  on  the  department  of  chem- 
istry to  make  a  test  of  the  drinking  water  from  Dry  Canyon. 
The  test  was  made  by  Dr.  Joseph  T.  Kingsbury,  and  an  ex- 
tensive report  made  to  the  city  government.  Dr.  F.  D.  Bene- 
dict gave  a  series  of  lectures  to  the  public  on  physiology  and 
hygiene;  Orson  Howard  prepared  an  extensive  herbarium  of 


DR.  JOHN  R.  PARK  33 

the  flowers  of  Utah,  and  Dr.  Park  reported  in  1875,  the  dis- 
covery of  Hfe  in  the  form  of  a  tiny  shrimp  in  the  waters  of  the 
Great  Salt  Lake.  In  fact  nature  was  the  great  text  book  in 
those  days,  and  this  text  book  the  University  used  then  as 
never  before,  or  since. 

Dr.  Park  was  a  careful  student  of  life  and  nature.  Al- 
ways at  his  work,  he  constantly  discovered  facts  and  gave 
them  to  the  students.  In  his  addresses  before  the  Territorial 
teachers,  he  encouraged  them  to  study  the  fauna  and  flora  of 
Utah  and  the  West  in  general.  He  had  that  scientific  atti- 
tude of  mind  that  expressed  itself  in  research  and  careful  in- 
vestigation, a  mark  of  the  true  scientist.  For  this  reason  Dr. 
Park  was  never  dogmatic.  The  true  scientist  never  is.  He 
had  that  humility  which  is  impressive  because  of  the  fact  that 
it  indicates  a  man's  realization  of  the  vastness  of  the  universe 
and  his  ignorance  of  it.  Yet  in  study  did  he  find  his  life,  and 
the  interesting  thing  about  Dr.  Park  was  his  passionate  love 
for  humanity,  and  his  faith  in  the  power  of  the  human  mind 
to  grasp  big  truths  as  a  result  of  study.  He  sensed  keenly 
the  character  of  the  hills ;  the  position  of  rivers,  deserts,  can- 
yons, mountain  peaks.  Discovering  a  law  of  nature  or  some 
beautiful  form  and  color  in  nature,  he  saw  their  beauty  in  ref- 
erence to  their  influence  on  human  life.  Mere  facts  with  him 
did  not  constitute  knowledge,  but  only  as  the  facts  were  means 
to  the  understanding  of  some  great  truth.  "And  truth  is  only 
good  as  it  causes  man  to  find  eternal  happiness,  and  faith  in 
Hfe  and  God." 

Dr.  Park  lived  in  his  search  for  know^ledge,  and  truth  was 
his  ideal.  He  found  "sermons  in  stones  and  books  in  running 
brooks!"  Armed  with  knowledge,  he  approached  his  students 
with  the  personal  power  of  a  great  and  inspiring  teacher.  His 
lectures  on  human  anatomy  were  one  round  of  delight.  Al- 
though he  had  learned  his  science  by  the  process  of  vivisec- 
tion, yet  when  he  gave  the  results  in  lecture  and  writing,  the 
student  did  not  sense  the  flow  of  human  blood,  nor  the  repul- 
sive appearance  of  some  dry  bone,  but  every  part  of  the  body 
was  shown  to  have  a  function  to  make  up  the  harmony  of  the 
whole.  At  the  dismissal  of  a  class  in  anatomy  or  physiology, 
the  student  left  the  room  with  an  appreciation  of  the  beauty 
and  divinity  of  the  human  body.     In  fact  every  lesson  or  lee- 


34  DR.  JOHN  R.  PARK 


ture  in  physiology  engendered  a  profound  respect  for  the  hu- 
man body,  and  this  was  conducive  to  a  high  moral  attitude. 
Thus  did  the  students  receive  the  fundamentals  of  morality. 
One  old  student  aptly  remarked:  "Dr.  Park  never  taught  a 
class  but  w^hat  at  the  close,  the  students  v^ere  impressed  with 
some  great  law  of  life  that  should  be  observed  to  obtain  hap- 
piness." 

In  his  teachings,  Dr.  Park  did  not  give  facts :  he  inspired 
one  to  search  for  truth  by  research  and  patient  and  careful 
thinking.  Facts  were  not  the  end  in  view.  Facts  might  be  a 
means  to  an  end;  but  the  end  was  knowledge.  In  an  address 
to  the  graduating  class  of  the  University  in  May,  1885,  Dr. 
Park  said  among  other  things  : 

"The  duty  of  the  teacher  is  not  to  carry  his  stu- 
dents, but  to  teach  them  to  carry  themselves.    If  they 
would  be   strong  intellectually  and  physically,   they 
must  think  and  act  for  themselves."     *     *     * 
In  the  teaching  of  mathematics,  Dr.  Park  seemed  to  have 
the  impelling  force  to  have  every  student  acquire  a  love  for 
the  subject.    Says  one  of  his  old  students,  "I  remember  learn- 
ing the  geometrical  theorum  that  the  square  erected  on  the 
hypotenuse  of  a  right  angle  triangle  is  equal  to  the  sum  of 
the   squares  of  the   other  two   sides.     After   giving   us   the 
history  of  this  proposition  from  the  day  it  was  announced  by 
some  ancient  Greek  to  the  time  we  were  using  it,  he  showed 
the  several  ways  in  which  it  could  be  proved.     We  left  the 
class  with  a  firm  desire  to  master  not  only  this  theorum,  but 
with  an  intense  love  for  the  subject  of  geometry  in  general." 
Not  only  did  Dr.  Park  teach  in  the  school  room.    He  was 
the  same  quiet  teacher  wherever  he  was  in  society;  at  a  re- 
ception or  with  a  company  of  scientists  on  the  top  of  some 
Wasatch  peak.    With  a  party  of  students,  he  ascended  Mount 
Nebo  in  1886,  and  there  "in  the  very  clouds  he  told  about  cloud 
formation  and  the  growth  of  mountains.    He  knew  the  fauna 
and  flora,  and  talked  about  the  geological  formations  as  clearly 
as  a  geologist  could  possibly  do." 

The  next  day,  we  find  the  doctor  explaining  to  a  conven- 
tion of  teachers  a  plan  he  had  "for  the  proper  ventilating  of 
the  school  rooms  and  at  the  same  time  retaining  the  warmth 
necessary  for  the  comfort  of  the  pupils."  Before  the  summer 
session  of  the  territorial  teachers  in  1886,  he  gave  five  lectures 


DR.  JOHN  R.  PARK  35 


on  "physiology,"  and  by  way  of  introduction  said :  "I  will  not 
attempt  to  treat  the  subject  in  a  strictly  scientific  manner,  but 
in  such  a  way  as  will  be  of  special  use  to  the  teachers."  Yet 
he  based  his  lectures  on  certain  well  defined  biological  the- 
ories. In  June,  1889,  he  lectured  to  the  teachers  of  the  State 
on  "Methods  of  Teaching."  In  his  analysis  of  the  true  method 
of  imparting  knowledge,  he  says  of  the  teacher: 

It  takes  a  peculiar  man  to  be  the  right  sort  of 
teacher.  As  to  his  intellectual  qualifications,  his  mind 
should  be  a  fountain  and  not  a  reservoir,  so  that  his 
knowledge  and  illustrations  will  gush  up  of  them- 
selves, and  not  have  to  be  drawn  as  by  a  windlass. 
He  should  be  a  man  of  ingenuity  and  tact,  of  various 
resources  and  expedients,  and  not  a  helpless  creature 
of  custom,  plodding  on  day  after  day  in  the  same 
beaten  path,  like  a  horse  in  a  bark  mill.  He  should  be 
fresh  in  his  feelings  and  sympathies  and  not  a  statue 
or  petrified  post ;  his  heart  should  be  young  in  all  its 
pulsations,  though  his  head  be  as  bald  as  that  of  the 
prophet  Elisha.  His  mental  storehouse  should  be 
filled  with  the  fruits  of  various  and  extensive  reading, 
so  that  he  need  not  be  compelled  to  draw  his  illustra- 
tions, for  the  recitation  room,  from  the  tales  of  his 
grandmother,  nor  from  the  old  text  books  he  studied 
years  ago,  nor  alone  from  the  examples  and  methods 
of  his  own  former  teacher,  nor  from  the  treasures  of 
last  year's  almanac. 

No  two  persons  are  exactly  alike  in  their  views 
and  actions.  There  may  be  many  points  of  resem- 
blance, but  there  will  be  shades  of  difference  more  or 
less  striking.  While  the  teacher  should  ever  be  thank- 
ful to  learn  from  others,  he  should  never  seek  to  at- 
tain results  in  precisely  the  same  way  that  he  has  seen 
them  secured  by  others. 

June  14,  1889,  saw  one  of  the  most  interesting  graduating 
exercises  in  the  history  of  the  University.  Joseph  Francis 
Merrill  gave  the  commencement  address.  He  represented  his 
class,  in  which  was  Dr.  Harry  A.  Young,  who  in  1898  fell  on 
the  field  of  battle  in  Manilla  during  the  Spanish-American 
war.  Dr.  Park  addressed  the  graduates,  and  sent  them  forth 
with  a  ringing  message.  An  impressive  part  of  his  address 
contained  this  thought : 

"Agesilaus,  King  of  Sparata,  on  being  asked  what 
things  boys  should  learn,  replied  'Those  which  they 
will  practice  when  they  become  men'." 


36  DR.  JOHN  R.  PARK  

To  Dr.  Park,  the  power  of  education  was  expressed  in 
human  service.  On  one  occasion  he  declared  in  pubHc  that 
the  flora  of  Utah  if  properly  understood  would  account  for 
the  life  and  development  of  ancient  Indian  tribes  in  the  Far 
West.  Even  in  ethnology,  he  had  ideas  concerning  ethno- 
botany  and  ethno-zoology  that  scientists  are  accepting  today. 
He  advocated  the  founding  of  an  Indian  school  in  Utah,  and 
declared  that  ''Indians  can  be  educated  only  by  approaching 
them  from  their  own  outlook  on  life  and  its  meaning." 

Dr.  William  M.  Stewart,  late  head  of  the  State  Normal 
School,  was  a  student  under  Dr.  Park  at  Draper,  and  he  de- 
scribed his  teacher  in  the  following  manner : 

Dr.  Park  was  truly  a  teacher.  He  took  the  chil- 
dren of  Draper  and  enthused  them  to  a  love  of  books, 
nature,  and  life  that  they  will  never  forget.  In  fact 
Dr.  Park  for  many  years  was  the  patron  saint  of  the 
town,  his  influence  was  so  great.  I  have  seen  him 
teach  a  class  of  small  children,  none  of  whom  was 
over  six,  and  the  stories  he  would  tell  and  the  little 
poems  he  would  recite  to  them,  fairly  lifted  them  into 
another  world  of  thought.  He  saw  children  as  they 
really  are.  Children  live  in  an  atmosphere  of  love  for 
life.  Dr.  Park  therefore  brought  animal  life  into  the 
school  room.  "I  can  teach  morals  to  the  children  by 
telling  them  all  about  a  tree  or  a  cat,*'  said  he  on  one 
occasion.  He  held  that  children  should  not  have 
moral  sermons  when  taught  correctly.  Teaching  is 
creating  a  thoughtful  attitude  of  mind  toward  all 
God's  creation.  He  got  at  fundamentals.  I  think  no 
greater  kindergarten  teacher  ever  lived  since  the  days 
of  Pestalozzi  and  Froebel.  With  adults,  he  had  that 
same  simple  manner  of  imparting  truth.  He  stimu- 
lated the  students  to  think.  He  cared  for  each  one 
in  that  his  only  ambition  was  to  get  the  individual  to 
discover  truth  for  himself.  So  we  went  truth  seek- 
ing: and  truth  we  found.  I  am  safe  in  saying  that 
not  a  single  person  under  Dr.  Park  ever  went  astray 
morally  or  intellectually  if  he  once  caught  his  great 
message  of  the  importance  of  the  individual  and  his 
powers  in  life  and  before  God.  In  the  University,  I 
was  associated  with  him.  Always  dignified  and  full  of 
energy,  he  was  humble  as  a  child  and  had  an  impelling 
force  about  him  that  called  forth  the  utmost  respect 
from  all  the  students  and  his  colleagues  in  the  faculty. 
He  could  make  an  arithmetic  class  as  entertaining  and 
instructive  as  a  rich  and  varied  history  or  literature 


DR.  JOHN  R.  PARK  37 


lesson  could  be  made.    It  was  the  same  with  anatomy 
or  physiology.    The  students  who  took  physiology  un- 
der Dr.  Park  left  the  course  with  a  high  regard  for 
the  human  body  and  the  spirit.    He  often  said :  'The 
body  is  as  divine  as  the  spirit,  and  is  the  tabernacle 
that  God  gave  us  with  which  we  should  express  our 
spiritual  selves  in  this  life.     While  we  are  here,  its 
divinity  should  be  preserved."    And  we  felt  like  pre- 
serving its  divinity,  for  as  we  love  beauty  and  hate  to 
see  it  marred,  so  we  learned  to  love  the  body  as  a 
beautiful  creation  of  God,  and  hated  to  see  it  marred. 
Dr.  Park  traveled  extensively  throughout  the  West  while 
president  of  the  University,  particularly  the   state  of  Utah. 
Under  his  management  and  foresight,  the  University  Museum 
grew,  and  every  encouragement  was  given  to  the  instructors 
of  the  institution  to  gather  archaeological,  mineralogical,  geo- 
logical and  palaentological  specimens,  illustrating  the  wealth 
of   scientific   material   within   the   state.     In   the    Salt   Lake 
Herald  of  August  21,  1870,  we  find  the  following  statement : 

Meeting  of  Regents : — The  Regents  of  the  Uni- 
versity held  a  meeting  last  night  at  the  Historian's 
office,  at  which  Dr.  Park,  Principal  of  the  University, 
submitted  a  very  lucid  and  able  document  on  the 
proper  method  of  conducting  schools,  and  laying 
down  a  course  of  studies  which  he  deemed  the  best 
that  could  be  adopted  in  the  University  and  other 
seminaries  of  education.  The  Regents  were  well 
pleased  with  the  arguments  submitted  and  plan  pro- 
posed, and  we  believe  the  document  will  be  printed. 
Along  other  lines.  Dr.  Park  was  busy,  for  the  Herald  of 
August  3,  1871,  says: 

A  Trip  North  : — Professor  Park  has  just  returned 
from  a  sixteen  days'  trip  north,  accompanied  by  some 
members  of  the  University,  during  which  they  visited 
Parley's  canon.  Silver  Creek  canyon,  Bear  River,  Bear 
Lake,  and  Soda  Springs.  The  latter  region,  as  every- 
body knows,  is  a  most  delightful  place  to  visit  at 
this  season  of  the  year,  and  there  is  little  wonder 
that  they  admired  it.  One  result  of  the  trip  has  been 
the  securing  by  the  Professor  of  a  large  number  of 
pieces  of  lava  from  the  extinct  volcanic  craters  there, 
with  shells  and  other  specimens  for  the  University 
cabinet  and  for  the  Museum. 

Dr.  Park  took  hold  of  the  University  in  the  days  when 
local  political  parties  were  contending  for  political  supremacy 


38  DR.  JOHN  R.  PARK 


not  only  within  the  larger  cities  like  Ogden,  Salt  Lake,  and 
Provo,  but  in  the  Territory  as  well.  As  a  consequence  of  this, 
the  University  suffered  some,  because  of  the  lack  of  harmony 
between  the  governors  and  the  legislatures.  The  chief  execu- 
tives were  always  men  from  the  outside,  who  failed  to 
understand  the  people.  The  legislative  assemblies  were  nat- 
urally chosen  from  among  the  people,  and  as  a  rule  the  mem- 
bers were  of  the  same  religious  faith.  As  an  example  of  the 
political  contention  we  find  a  statement  in  the  Salt  Lake 
''Democrat"  for  December  18,  1885 : 

The  University  of  Deseret : — This  institution  of  learn- 
ing has  come  prominently  before  the  public  in  the 
last  few  days  on  account  of  the  strictures  of  the 
"news"  on  the  Governor's  report  and  the  defense  of 
the  report  by  the  Tribune.  We  firmly  believe  that 
the  institution  has  been  thoroughly  misunderstood, 
and  that  through  such  misunderstanding  it  has  been 
much  wronged.  Governor  Murray  vetoed  a  bill  ap- 
propriating some  thousands  of  dollars  to  the  insti- 
tution on  the  ground  that  it  was  a  purely  sectarian 
school.  It  is  within  our  knowledge  that  some  of  the 
members  of  the  Legislature  which  passed  the  appro- 
priation that  the  Governor  vetoed  objected  to  grant- 
ing any  money  to  the  University  because  it  was  an 
infidel  school.  This  clearly  shows  that  there  is  great 
misapprehension  as  to  the  character  of  the  Univer- 
sity. It  is  an  institution  that  has  had  to  fight  many 
prejudices  and  it  has  lived  through  its  merits  and  not 
through  favor.  Strong  Mormons  and  strong  anti- 
Mormons  have  both  condemned  it.  It  is  safe  to  pre- 
sume that  this  has  been  the  case  because  it  has  not 
made  a  propaganda  of  Mormonism  or  of  anti-Mor- 
monism,  but  has  pursued  the  even  tenor  of  its  way  as 
a  place  of  learning.  It  is  not  the  place  of  the  Univer- 
sity to  teach  the  doctrine  of  any  sect  nor  to  teach 
against  such  doctrines.  In  the  lectures  upon  the 
growth  and  development  of  Christianity  it  is  neces- 
sary to  show  what  the  doctrines  of  various  churches 
have  been,  and  what  has  been  their  influence  upon 
the  course  of  history.  The  lectures  upon  the  growth 
and  development  of  religion  are  of  much  the  same 
nature  as  those  upon  the  history  of  philosophy,  but  in 
all  this  there  is  no  necessity  to  be  pro-Catholic  or 
anti-Catholic,  pro-Protestant  or  anti-Protestant,  es- 
pecially in  an  institution  that  does  not  pretend  to  be 
theological.     The  University  of  Deseret  has  avoided 


DR.  JOHN  R.  PARK  39 


this  so  far  as  our  experience  and  knowledge  go. 

It  is  an  institution  worthy  of  support  and  encour- 
agement, and  it  should  be  made  universal  and  Terri- 
torial.   The  University  is  not  in  the  true  sense  of  the 
word  a  university,  and  cannot  be  for  many  years,  as 
Utah  does  not  supply  students  to  maintain  a  univer- 
sity, but  it  is  doing  much  towards  that  preparatory 
work  which  is  absolutely  necessary  before  higher  edu- 
cation can  become  general.    The  University  has  been 
too  exclusively  under  the  control  of  the  Council  and 
House,  and  this  has  been  an  injury  to  it.    We  under- 
stand that  a  bill  will  be  introduced  into  the  Legisla- 
ture this  winter  to  create  the  University  of  Utah,  and 
that  this  bill  provides  for  the  transfer  of  all  property 
belonging  to  the  University  of  Deseret  to  this  new 
institution  of  learning.     This  bill  provides  that  the 
Governor  of  the  Territory  shall  be  ex-officio  Chan- 
cellor of  the  University,  and  that  the  Territorial  Su- 
perintendent of  schools  shall  be  ex-officio  a  regent.   It 
also  expressly  provides  that  the  new  institution  shall 
be  non-sectarian.     This  is  as  it  should  be,  and  will 
tend  to  make  the  new  university  far  more  popular 
than  the  University  of  Deseret  ever  was,  for  that  in- 
stitution has  had  the  reputation  of  being  sectarian 
whether  justly  deserved  or  not.  We  hope  the  contem- 
plated change  will  be  effected,  and  that  the  bill  pro- 
posing it  will  take  into  consideration  the  peculiar  con- 
ditions in  Utah  and  make  provisions  to  harmonize 
these  things  for  the  good  of  the  institution. 
In  those  very  heated   times,   when   political   feeling   ran 
high.  Dr.   Park  kept  on  working,  not  only  within  the  Uni- 
versity, but  in  the   state,  to  bring  about  better  educational 
conditions.     He  was  always  progressive  and  took  an  interest 
in  the  questions  of  the  day.    At  times  he  was  consulted  by  the 
city  authorities  on  civic  questions ;  particularly  on  the  subject 
of   sanitation.     On   other   occasions   he   visited   social   places 
where  the  youth  were  accustomed  to  assemble,  and  gave  valu- 
able suggestions  to  the  city  government  as  to  what  should  be 
done  to  preserve  the  morals  of  the  boys. 

In  1888  a  teacher's  institution  was  held  in  Ogden.  It  was 
for  the  teachers  of  Weber  county,  and  was  under  the  manage- 
ment of  Mr.  Edward  H.  Anderson,  then  the  county  superin- 
tendent of  schools.  On  that  occasion  Dr.  Park  delivered  a 
memorable  address,  and  it  was  typical  of  his  thought  and 
genius.    A  rather  extended  abstract  of  his  address  shows  the 


40  DR.  JOHN  R.  PARK 


high  minded  professor  giving  the  best  constructive  thought 
possible  to  the  teachers.  He  said  in  part  on  the  subject  of 
ADAPTATION : 

"There  is  an  eternal  fitness  of  things,"  somebody 
has  said,  and  we  are  inclined  to  acknow^ledge  the  truth 
of  the  saying,  though  the  majority  of  our  experiences 
may  not  aWays  seem  to  support  its  correctness.  We 
often  exclaim,  or  brood  the  sentiment  at  least,  that 
things  go  wrong  and  do  not  seem  to  fit ;  that  the  times 
are  out  of  joint,  if  we  do  not  give  utterance  to  our 
feelings  in  stronger  language  than  this.  In  time,  how- 
ever, we  modify  our  feelings  and  are  willing  to  con- 
fess that,  as  a  rule,  this  apparently  disjointed  condi- 
tion of  things  has  its  origin  wholly  within  ourselves, 
and  that  the  outside  world  is  about  right  after  all. 
Who,  that  has  had  experience  as  a  teacher,  does  not 
know  what  is  meant  by  "dark  days?"  Days  when 
everything  seems  to  go  wrong  and  yet  it  is  impossible 
to  locate  any  evil.  There  seems  to  be  some  subtle 
and  untraceable  malignity  in  the  school  air ;  the  school 
room  seems  to  have  fallen  under  the  control  of  a 
secret  fiend  of  disorder.  There  is  nothing  to  account 
for  this  epidemic  perversity.  All  the  ordinary  rules 
of  the  place  are  in  full  recognition,  and  the  exercises 
tramp  on  in  the  accustomed  succession;  the  classes 
are  arranged  as  usual,  and  the  pupils  come  and  go, 
still  preserving  their  identity  and  individuality. 
There  has  been  no  apostacy,  nor  revolution,  nor  any 
special  accession  to  the  pupils'  stock  of  moral  de- 
pravity apparent.    Yet 

THE  SPIRIT  OF  IRRITABILITY 

seems  to  have  taken  possession  of  the  school  room, 
and  peace  and  harmony  for  a  season  to  have  bid 
the  little  world  farewell.  This  picture  is  not  over- 
drawn, as  can  be  attested,  I  am  quite  sure,  by  most 
of  the  practical  teachers  here  present.  It  shows  how 
prone  we  are,  without  a  good  stock  of  moral  stamina 
and  a  firm  will-power  in  our  spiritual  make  up,  to 
allow  imaginary  evils  to  get  the  upper  hand  of  us,  and 
to  attribute  selfishly  all  the  perversity  and  wrong 
doing  that  follow,  to  some  evil  genius  in  nature.  So 
often  is  poor  gentle  nature  denounced  for  evils  that 
have  their  origin  wholly  without  ourselves.  A  bad 
stomach  or  a  torpid,  liver  makes  the  world  look  black, 
and  our  ignorance  and  indolence  soon  turn  things 
awrv.    Can  we  doubt  that  for  some  end  to  us  unseen. 


DR.  JOHN  R.  PARK  41 


nature  in  itself  is  perfect,  and  that  to  question  it 
would  be  to  question  the  ominiscience  and  benevol- 
ence of  God,  and  to  charge  him  with  not  doing  all 
things  well?  Science  has  revealed  to  us  the  wonder- 
ful harmony  of  the  universe.  The  innumerable  worlds 
and  suns  that  are  stars,  spangle  the  great  vault  of 
heaven,  all  move  in  beautiful  consonance  with  the 
"music  of  the  spheres."  Ehrenberg  tells  us  that  mil- 
lions of  animated  forms  are  known  to  exist  with  in 
the  capacity  of  a  single  cubic  inch.  There  they  live, 
grow  and  move  without  jostle  and  without  conflict  in 
all  the  harmony  and  consistency  that  mark  the 
movements  of  the  mighty  creations  of  the  universe 
above.  The  same  principle  truly  governs  all — God 
is  everywhere.     Thus 

SCIENCE  ADDS  TO  OUR  FAITH 
by  exhibiting  the  unity,  the  harmony,  the  consistency, 
the  never-ending  stability  of  the  principles  of  nature, 
and  the  adaptation  of  all  things  to  each  other  and  to 
the  ultimate  purpose  of  all  creation ;  it  is  indeed,  the 
book  of  life. 

But  man  to  a  certain  extent  is  an  entity  of  him- 
self, a  free  agency  that  may  or  may  not  act  in  concord 
with  the  elements  that  surround  him  or  with  the  uni- 
versal and  inevitable  laws  of  nature  that  dictate  the 
harmonious  condition  of  all  things  also.  If  he  would 
live  in  harmony  with  his  surroundings  he  must  adapt 
himself  to  their  conditions.  This  is  the  inevitable  law 
of  the  universe,  and  he  cannot  escape  its  influence  in 
the  most  ordinary  affairs  of  life.  He  must  learn  to 
conform  to  the  circumstances  about  himself  and 
others  in  the  world.  So  Cassius  says  :  "The  fault,  dear 
Brutus,  is  not  in  our  stars,  but  in  ourselves  that  we 
are  underlings :"  and  I  will  add,  that  we  do  not  always 
live  consistent  and  happy  lives,  and  profit  by  our 
labor. 

Ladies  and  gentlemen :  I  have  been  led  into  this 
train  of  thought  by  the  subject  on  which  your  com- 
mittee has  asked  me  to  address  you  on  this  occasion 
— "Adaptation."  Why  such  a  subject  has  been  as- 
signed to  me,  I  am  at  a  loss  to  divine,  so  I  am  not 
sure  that  I  shall  treat  it  in  a  way  to  suit  the  com- 
mittee, or  to  be  profitable  or  entertaining  to  my 
audience. 

I  will  use  my  first  quotation  again,  "There  is  an 
eternal  fitness  of  things."  This  iruth  crowds  it-elf 
continually  upon  us  and  we  cannot  evade  its  obedi- 
ence without  damage  and  discord. 


42  DR.  JOHN  R.  PARK 


THE  LAWS  OF  NATURE 

are  inevitable  and  apply  alike  to  our  physical,  our  in- 
tellectual, our  moral  and  shall  I  not  say  our  religious 
being.  Man  is  a  free  agency,  existing  in  the  midst 
and  constantly  under  the  influence  of  these  laws 
which  he  may  violate,  but  only  at  his  own  peril.  How 
necessary  then,  to  his  own  well  being,  to  any  tolerable 
existence  in  fact,  that  he  know  how  to  adapt  himself 
to  his  surrounding  circumstances.  The  ability  to  do 
this  is  the  secret  to  which  the  prosperous  man  of  the 
world,  in  a  great  measure,  owes  his  success.  Adapt- 
ation is  the  teacher's  golden  rule.  If  he  would  succeed, 
he  must  know  how  to  conform  himself,  in  his  learn- 
ing, in  his  manners,  in  his  government,  in  his  illus- 
trations, in  everything  in  fact  that  pertains  to  his 
special  work.  You  will  not  forget  that,  nine  out  of 
ten  who  attempt  to  teach,  fail  because  they  do  not 
know  how  to  adapt  themselves  to  their  work.  It  isn't 
so  often  want  of  learning,  it  isn't  so  often  the  dislike 
for  the  business,  nor  is  it  so  often  the  poor  pay  of  the 
teacher  that  causes  him  to  abandon  his  work.  It  is 
because  he  is  not  understood,  and  so  has  no  sympathy 
with  his  pupils,  so  that  his  work  is  cold  and  me- 
chanical and  uninspiring — thus  he  is  literally  "frozen 
out."  It  must  not  be  supposed  for  a  moment,,  says 
one,  that  every  person  who  can  pass  the  strictest  ex- 
aminations is  fit  to  manage  a  school. 

IT  TAKES  A  PECULIAR  MAN 

to  be  just  the  right  sort  of  a  teacher.  As  to  his  in- 
tellectual qualifications,  his  mind  should  be  a  fountain 
and  not  a  reservoir,  so  that  his  knowledge  and  illus- 
trations will  gush  up  themselves  and  not  have  to  be 
drawn  up  as  by  a  winlass.  He  should  be  a  man  of  in- 
genuity and  tact  of  various  resources  and  expedients 
and  not  a  helpless  creature  of  custom,  plodding  on 
day  after  day  in  the  same  beaten  path,  like  a  horse  in 
a  bark  mill.  He  should  be  fresh  in  his  feelings  and 
sympathies  and  not  a  statue  or  a  petrified  post;  his 
heart  should  be  young  in  all  its  pulsations,  though  his 
head  be  as  bald  as  that  of  the  prophet  Elisha.  His 
mental  storehouse  should  be  filled  with  the  fruits 
of  various  and  extensive  reading  so  that  he  needs 
not  be  compelled  to  draw  his  illustrations  for  the  reci- 
tation room  from  the  tales  of  his  grandfather,  nor 
from  the  old  text  books  he  studied  years  before,  nor 
alone   from   the   methods   and   examples   of   his   own 


DR.  JOHN  R.  PARK  43 


former  teacher,  nor  from  the  treasures  of  last  year's 
almanic.  Individuality,  or  rather  the  ability  to  man- 
ifest it  on  all  occasions,  is  a  prominent  feature  in  the 
character  of  one  who  knows  how  to  suit  himself  to 
others  and  to  the  circumstances  that  surround  him. 
In  its  expression,  one  always  feels  at  home,  hence, 
he  has  an  air  of  composure  in  his  manners  and  speech 
that  makes  others  also  feel  at  home  in  his  presence. 

NO  TWO  PERSONS  ARE  PRECISELY  ALIKE. 

in  their  views  and  actions.  There  may  be  many  points 
of  resemblance,  but  there  will  be  shades  of  difference 
more  or  less  striking.  While  the  teacher  would  ever 
be  watchful  from  others,  he  should  never  seek  to 
attain  results  in  precisely  the  same  way  that  he  has 
seen  them  secured  by  others.  A  disposition  to  imi- 
tate in  this  way,  leads  him  into  the  habit  of  acting 
without  thinking  which  gravitates  at  last  into  a  way 
of  teaching  that  is  fixed  and,  mechanical- — a  way  that 
to  all  intents  is  worse  than  useless  for  it  not  only 
fails  to  reach  the  purpose  of  all  teaching,  but  is  mon- 
otoneous,  wearisome  and  discouraging  to  teacher  and 
pupil. 

These  attributes  in  the  teacher  are  the  well- 
springs  of  adaptation.  They  will  enable  him  to  reach, 
with  effect,  his  purpose  and  to  interest,  instruct  and 
inspire  every  grade  of  pupils  from  the  ABC  tyro  to 
the  student  read  yfor  his  diploma. 

We  hear  a  great  deal  about  aptness  to  teach  or 
aptitude  in  teaching,  which  is  nothing  more  nor  less 
than  this  power  in  the  teacher  to  adapt  himself  to  the 
capacity,  the  advantages  or  disadvantages  and  the 
general  atitude  of  the  pupil. 

Some  would  believe  such  aptness  to  be  an  en- 
dowment an  dnot  dependent  on  the  exertion,  the  self- 
devised  ingenuity,  or  the  acquisitions  of  the  teacher. 
There  may  be  a  tendency  that  originates  as  an  endow- 
ment, but  the  habit  of  comforting  himself  in  the  most 
effective  and  agreeable  manner  to  his  immediate  sit- 
uation must  be  the  result  of  application,  study  and 
training. 

INSTINCT  IS  NOT  ENOUGH 

to  lead  us  to  observe   forcibly  the  peculiarities,  the 

agreement  and  disagreement  of  things,  and  to  form 

prompt  and  pertinent  conclusions  from  the  premises. 

It  seems  to  me  that  of  all  qualifications  that  do  to 


44  DR.  JOHN  R.  PARK 


make  up  the  successful  teacher,  this  ability  to  adapt 
himself  to  his  environment  stands  first.  Any  one 
quality  of  the  teacher  could  be  better  spared  than 
this.  Though  one  cannot  teach  what  he  does  not 
know,  yet  less  learning  with  this  quality  will  meet 
with  better  success  in  teaching  than  will  a  greater 
stock  of  knowledge  and  more  profound  ilearning 
without  it. 

"Will  you  never  learn  your  letters,  Patrick?" 
said  in  an  impatient  tone,  a  lady  teacher  who  had 
become  discouraged  in  her  efforts  to  teach  a  little 
Irish  boy  his  letters.  "Please,  ma'am  spake  them  a 
littel  asier,  and  Pll  try,"  was  the  boy's  reply.    Here  is 

THE  SECRET  OF  TEACHING 

to  know  hoe  to  "spake  asier"  when  necessary.  The 
teacher  must  keep  constantly  in  mind  that  he  has  to 
deal  with  growing  humanity,  "first  the  blade,  then  the 
ear,  then  the  full  corn  in  the  ear,"  and  that  in  a  live 
school  with  a  progressive  teacher,  there  is  not  always 
sameness  where  there  is  identity  and  so  his  methods 
must  be  constantly  changing  to  suit  the  varying  con- 
dition. 

Some  teachers  can  never  improvise,  they  seem 
to  have  no  ingenuity  whatever,  either  intellectual  or 
mechanical.  If  things  are  not  made  ready  for  them, 
they  can  do  nothing.  The  text  book  must  do  the 
whole  work  of  planning  the  recitation  for  them  and 
the  trustees  must  furnish  every  trifling  piece  of  ap- 
paratus important  for  illustration,  or  nothing  is  done. 
I  knew  a  teacher  in  this  city,  several  years  ago,  who 
was  so  bound  to  the  old  forms  she  had  learned  for 
giving  mstruction  that  she  could  not  vary  from  them 
a  single  word  without  confusion  and  failure. 

In  her  object  lessons  she  must  have  the  very  same 
material  she  had  seen  used  for  the  purpose  in  the  east, 
or  she  could  give  no  lesson.  In  asking  the  trustees  to 
provide  her  with  material  for  such  lessons,  I  remem- 
ber she  suggested  to  them  that  it  would  be  necessary 
to  send  to  New  York  for  them  where  she  had  prob- 
ably seen  them  before  or  seen  them  used  and  one  of 
these  articles,  I  call  to  mind,  was  a  box  of  sand. 

IT  IS  HARDLY  POSSIBLE 

to  believe  that  a  professional  teacher  would  be  so 
artificially  deperdeuc  and  thoughtless  and  such  a 
slave  to   form   and   so  barren   of   any   semblance   of 


DR.  JOHN  R.  PARK  45 


ingenuity.  He  is  a  poor  teacher  who  cannot  make 
most  of  the  apparatus  he  needs  and  supply  himself 
with  most  of  the  means  of  illustration  required  in  a 
district  school.  The  best  schools  I  have  visited  are 
those  in  which  the  teacher  improvised  most  of  the 
apparatus  he  used. 

Extensive  apparatus,  which  is  some  times  costly, 
cannot  always  be  provided  in  our  district  schools,  at 
least  it  is  not,  but  very  good  substitutes  can  easily  and 
cheaply  be  improvised  by  the  ingenious  teacher  who 
knows  how  to  adapt  himself  to  the  condition. 

I  would  say  in  conclusion,  ''Consistency"  alias 
adaptation,  "thou  are  a  jewel." 

It  was  during  the  last  year  of  Dr.  Park's  administration 
that  Senator  Shoup  of  Idaho  introduced  a  bill  into  the  United 
States  Senate  asking  for  sixty  acres  of  the  west  side  of  the 
Fort  Douglas  Reservation  for  a  state  university.  Senator 
Shoup  had  acted  on  request  of  the  Utah  territorial  legislature 
of  1892,  which  passed  a  memorial  requesting  the  Congress  of 
the  United  States  to  make  such  a  grant.  At  the  same  time 
that  the  Senate  was  asked  to  consider  the  matter.  Delegate 
John  T.  Caine  introduced  a  bill  into  the  lower  house  of  Con- 
gress for  the  same  purpose.  Dr.  Park  was  greatly  interested 
in  this  measure,  as  he  had  helped  to  formulate  the  memorial 
for  the  Utah  legislature  which  was  introduced  in  January  by 
Representative  Lund  of  San  Pete  county.  While  the  bill  was 
not  passed  during  that  session  of  Congress,  it  paved  the  way 
for  the  future  act,  which,  through  the  work  of  Senator  Joseph 
L.  Rawlins,  was  put  through  Congress,  and  the  present  campus 
of  the  University  was  made  a  gift  to  the  state  by  the  govern- 
ment. The  Salt  Lake  Tribune  in  commenting  on  the  Shoup 
bill  of  February,  1892,  said  editorially : 

The  men  of  Utah,  and  especially  of  Salt  Lake 
City,  will  be  under  great  obligations  to  Senator  Shoup 
for  introducing  a  bill  to  grant  sixty  acres  of  the  west 
side  of  the  Fort  Douglas  reservation  as  a  free  gift  to 
the  Territory  for  the  purpose  of  building  thereon  a 
University.  Sixty  acres  is  equivalent  to  six  of  the  - 
present  blocks  of  the  city,  and  would  be  ample  room 
for  the  University  and  all  necessary  structures  to  ac- 
commodate the  University;  and  then  there  ought  to 
be,  beside,  enough  ground  to  make  a  magnificent  . 
park,  and  that  should  be  looked  to  as  the  breathing 
place  of  this  city  when  the  sun  is  hot  in  summer.    The 


DR.  JOHN  R.  PARK  47 


only  trouble  is,  that  a  round  million  of  dollars  ought 
to  be  expended  thereon,  and  just  now  that  sum  is  not 
quite  available.  However,  with  the  gift  of  the  land, 
that  sum  can  be  made  available  after  a  while,  and  we 
can  simply  say  that  if  the  plan  shall  be  carried  out  and 
the  University  established  there,  there  will  be  no 
University  in  the  world  that  will  command  so  magni- 
ficient  a  site;  it  will  have  for  a  background  the  grand 
old  Wasatch  range ;  the  great  lake  and  sacred  Jordan 
will ;6e  in  front;  the  Oquirrh  range  on  the  other  side 
of  'the  valley,  and  the  valley  itself,  which  will  be 
stretched  out  a  picture  as  beautiful  as  can  be  found  in 
the  world;  right  below,  will  lie  Salt  Lake  City,  and 
that  will  take  on  new  splendor  every  year,  until  fifty 
years  hence  the  people  who  will  be  here  will  declare 
that  the  University  is  on  the  most  delightful  spot 
that  ca  nbe  found  in  a  journey  around  the  world.  The 
Government  can  well  afford  to  give  up  the  land  for 
that  purpose.  It  is  practically  useless  land  now,  and 
under  present  arrangements  it  will  lie  simply  a  barren 
sage  brush  waste  for  years  to  come. 

The  obtaining  of  the  tract  from  the  government  reser- 
vation was  one  of  the  events  that  assured  a  large  and  pros- 
perious  university  for  Utah.  As  far  back  as  1850,  the  campus 
on  the  East  bench  was  picked  out  by  Governor  Brigham 
Young  and  the  Board  of  Regents  for  a  university,  and  con- 
siderable work  was  done  in  surrounding  the  campus  with  a 
rock  wall.  While  no  building  was  erected  until  1899-1900, 
the  people  always  held  in  memory  the  fact  that  within  three 
years  after  the  settlement  of  Utah  preparations  were  made 
for  the  founding  of  a  university,  based  on  high  and  noble 
standards.  It  was  during  the  administration  of  Dr.  Joseph 
T.  Kingsbury  that  the  University  was  built  on  the  original 
campus.  So  the  new  John  R.  Park  building  occupies  an  his- 
toric spot,  and  it  is  located  near  the  old  pioneer  trail,  over 
which  went  not  only  the  Mormon  pioneers,  but  the  Donner 
Party  in  1846,  and  many  subsequent  parties  on  their  way  to 
California. 

An  important  chair  was  established  in  the  University  in 
1890.  During  that  year,  the  territorial  legislature  passed  an 
act,  which  was  signed  by  the  governor,  creating  the  chair 
of  geology  and  mining.  The  law  provided  that  the  Univer- 
sity should  offer  courses  to  advanced  students  in  geology, 
mineralogy,   meteorology,   and   metallurgy ;   that   a    museum 


48  DR.  JOHN  R.  PARK 


should  be  maintained  for  the  collection  and  classification  of 
mineral  and  geological  specimens;  and  that  the  University 
should  eventually  develop  a  school  of  mines.  This  again  was 
a  step  forward  in  educational  work  and  has  resulted  in  the 
establishment  on  the  campus  of  one  of  the  leading  mining 
schools  of  the  country. 

In  1891  the  University  library  was  enlarged  by  the  addi- 
tion of  the  old  Territorial  library.  The  history  of  this  library 
is  interesting.  In  accordance  with  the  fourteenth  section  of 
the  organic  act  of  Utah,  on  the  9th  of  September,  1850,  $5000 
was  appropriated  to  be  expended  "by  and  under  the  direction 
of  the  governor  of  Utah,  in  the  purchase  of  a  library  to  be 
kept  at  the  seat  of  government  for  the  use  of  the  governor, 
legislative  assembly,  judges  of  supreme  court,  secretary,  mar- 
shal and  attorneys  of  Utah,  and  such  other  persons  and  under 
such  regulations  as  shall  be  provided  by  law."  Under  this 
act  and  subsequent  appropriations  by  the  Utah  legislature,  va- 
rious miscellaneous  books  were  purchased;  and  many  legal 
books  and  documents  were  received  from  the  various  states 
and  territories,  by  the  system  of  exchange  which  prevailed 
throughout  the  country. 

On  the  13th  of  March,  1890,  the  Utah  legislature  passed 
an  act,  providing  for  and  regulating  the  Utah  territorial  li- 
brary. Among  other  things  it  provided  that  all  books,  pam- 
phlets, maps,  charts,  globes,  papers,  apparatus,  and  valuable 
specimens,  belonging  to  the  territory  now  in  the  territorial 
library  or  which  shall  be  hereafter  added  shall  make  up  the 
Utah  Territorial  Library.  It  made  the  governor,  secretary, 
chief  and  assistant  justices  of  the  supreme  court  of  the  ter- 
ritory the  board  of  control  of  the  library.  Section  3  of  that 
act  provided  that  "the  board  of  control  might,  at  its  discretion, 
classify  the  books  and  articles,  and  deliver  to  the  University 
of  Deseret,  such  books  and  articles  as  belonged  to  and  com- 
prised the  territorial  library  as  they  might  consider  more  use- 
ful to  the  University  library  than  to  the  territorial  library. 
And  any  books  and  aticles  thus  delivered  to  the  University 
library  should  thereupon  become  and  thereafter  remain  a  por- 
tion of  the  University  library." 

Late  in  the  summer  of  1888,  Nephi  W.  Clayton,  then  ter- 
ritorial librarian,  removed  the  books  and  shelves  belonging 


DR.  JOHN  R.  PARK  49 


to  that  library  to  the  University,  and  placed  them  in  the 
charge  of  Dr.  Park.  Dr.  Hardy,  the  librarian  of  the  Uni- 
versity, was  placed  in  charge  of  the  books  delivered.  On  the 
resignation  of  Dr.  Hardy  in  1889,  Prof.  M.  E.  Jones  was  ap- 
pointed librarian  for  the  academic  year  1890. 

The  books  of  the  two  libraries  which  had  heretofore  been 
kept  separate,  were  rearranged  on  the  general  plan  of  sub- 
jects and  the  books  of  the  two  libraries  became  one. 

The  State  library  had  a  steady  growth,  and  on  the  death  of 
Dr.  Park  in  September,  1900,  his  entire  library  of  many  thou- 
sand volumes  was  given  to  the  University.  In  the  collection 
were  a  number  of  rare  and  valuable  volumes  of  the  ancient 
classics,  and  a  copy  of  the  Latin  Vulgate,  published  in  the  six- 
teenth century,  which  the  doctor  obtained  while  abroad  in  Eur- 
ope in  the  early  seventies.  The  library  also  contained  splendid 
works  on  philosophy,  history,  and  science,  and  was  one  of  the 
best  collections  ever  made  by  a  single  individual  in  the  history 
of  the  State. 

By  the  spring  of  1892,  the  University  had  grown  into  an 
institution  recognized  for  its  stability  of  purpose  and  pro- 
gressiveness.  The  days  of  pioneering  were  over,  and  Utah 
was  merging  into  statehood,  which  was  to  be  realized  in  a 
few  years.  Dr.  Park  resigned  that  spring  as  president 
of  the  University  of  Descret  and  at  the  same  time  an  act  of 
the  legislature  made  it  the  University  of  Utah.  In  June  of 
that  year,  the  regular  commencement  exercises  were  auspicu- 
ous,  and  among  the  notable  addresses  was  that  of  Dr.  Joseph 
T.  Kingsbury,  who  had  been  closely  associated  with  Dr.  Park 
for  years.  His  address  at  the  annual  meeting  of  the  alumni 
was  taken  as  the  sentiments  of  the  alumni  of  the  institution. 
In  speaking  to  the  subject  of  OUR  ALMA  MATER,  Dr. 
Kingsbury  sketched  the  history  of  the  University  and  the 
splendid  service  of  Dr.  Park,  and  in  closing  said: 

Now,  by  your  kind  indulgence  for  a  few  moments 
more,  I  shall  relate  to  you  an  event  in  the  history  of 
our  alma  mater,  an  event  which  will  awaken  a  com- 
bination of  the  highest  feehngs  of  sympathy  and  joy. 
Alas !  now  that  the  ship  is  safe,  has  been  extricated 
from  the  rocks,  icebergs,  sandbars,  which  have  threat- 
ened her  on  every  side ;  now  that  she  has  been  saved 
from  a  disastrous  wreck  and  has  been  brought  into 
the  smooth  seas  unstained,  the  watchful  guide,  the 


50  DR.  JOHN  R.  PARK 


reserved  and  courageous  pilot,  wearied  with  constant 
strain  and  close  application,  sees  fit  to  give  up  the 
work  of  years  and  to  place  the  old  ship  into  new 
hands.  To  him  it  is  due  that  the  young  men  and 
young  ladies  of  our  territory  have  arisen  through 
education  to  a  position  where  the  air  inspires  them 
with  sterner  manhood,  where  they  can  recognize 
the  echoes  of  freedom,  liberty,  independence,  con- 
stantly coming  forth  from  every  crag,  peak  and  hill- 
top of  our  rugged  mountainous  homes,  and  where 
they  fully  understand  the  murmuring  songs  as  uttered 
by  the  streams  of  our  deep  canyons,  gorges,  ravines, 
of  unbounded  liberty  to  all,  the  sons  and  daughters 
of  Utah.  Long  may  this  veteran  live,  and  ever  may 
the  great  good  he  has  done  for  the  people  of  our  Ter- 
ritory be  cherished  up  and  stored  away  in  the  mind 
of  every  man,  woman  and  child !  Let  every  one  shout 
with  a  loud  voice  of  gratitude  and  praise  to  this  vet- 
eran pilot,  to  our  retiring  and  much  esteemed  presi- 
dent, Dr.  John  R.  Park. 

At  the  same  meeting  Dr.  Joshua  H.  Paul  presented  the 
following  resolutions  for  adoption : 

Whereas,  It  as  seemed  best  to  our  beloved  friend 
and  teacher,  Dr.  John  R.  Park,  that,  after  twenty- 
three  years  of  honorable  service  as  president  of  the 
university  he  will  now  sever  his  official  connection 
with  the  institution  which  in  the  past  has  been  almost 
identical  with  his  name  and  labors ;  and 

Whereas,  In  the  resignation  of  Dr.  Park  the 
cause  of  higher  education  in  our  midst  will  lose  a 
gentleman  and  scholar,  while  future  students  will 
not  enjoy  his  loving  sympathy  and  genial  interest  in 
their  welfare ;  now  therefore,  be  it 

Resolved,  That  the  members  of  the  Alumni  as- 
sociation of  the  University  of  Utah  do  hereby  extend 
to  Dr.  Park  our  warmest  expressions  of  esteem,  con- 
fidence and  friendship,  that  we  wish  him  every  joy 
of  health,  every  pleasure  of  thought  from  old  time 
memories,  increasing  enjoyment  from  present  repose 
and  the  serene  anticipation  of  faith  for  the  glorious 
future  in  store  for  those  who  have  spent  the  best 
years  of  their  lives  in  the  labor  of  elevating  and  en- 
nobling mankind. 

J.  H.  PAUL, 

GEORGE  WEBBER, 

T.  D.  LEWIS, 

ANNIE  M.  CANNON, 

E.  A.  BENNION,  Committee. 


52  DR.  JOHN  R.  PARK 


Dr.  Park  was  succeeded  by  Dr.  Joseph  T.  Kingsbury,  as 
acting  president  of  the  University.  In  1897  the  later  was 
made  president  of  the  institution,  which  position  he  held 
down  to  1915.  Under  his  careful  administration  the  Univer- 
sity has  grown  into  an  institution  of  higher  learning,  and  is 
loved  by  thousands  of  its  graduates. 

Dr.  Park  did  not  retire  to  an  inactive  Hfe.  Though  he 
had  passed  his  sixty-third  year  and  had  led  a  life  of  activity, 
he  w^as  vigorous  and  interested  in  the  educational  welfare  of 
the  new  state — Utah.  He  was  chosen  the  first  State 
Superintendent  of  Public  Instruction.  During  the  four  years 
he  held  this  office,  he  visited  the  schools  throughout  the  State 
and  imparted  valuable  instruction  to  the  teachers,  as  well  as 
to  the  children  of  the  grades.  At  one  time  in  St.  George  he 
spoke  to  a  class  of  little  children  and  held  their  attention  for 
nearly  an  hour,  telling  them  about  the  beauties  of  nature  and 
the  wonderful  life  of  the  animals  of  the  wilds.  That  same 
day  he  spoke  to  the  teachers  on  "Methods  of  Teaching,"  and 
the  contrast  showed  the  wonderful  virile  and  teaching  qual- 
ities of  the  superintendent.  Dr.  Park  encouraged  the  holding 
of  county  institutes,  and  under  his  direction,  the  school  law 
of  the  state  was  revised  and  new  buildings  erected  even  in 
remote  parts  of  the  State.  It  was  Dr.  Park  who  advocated 
the  consolidation  plan,  which  should  unite  the  schools  in 
larger  units  and  make  them  more  effective.  Vocational  work 
was  introduced  far  and  wide,  and  the  schools  brought  nearer 
and  nearer  to  the  requirements  of  life.  His  reports  to  the 
governor  and  legislature  are  full  of  interesting  suggestions 
for  the  betterment  of  educational  conditions  throughout  the 
state,  and  his  messages  to  the  teachers  in  forms  of  letters  were 
sources  of  great  help  and  inspiration. 

Dr.  Park  passed  away  September  29,  1900,  and  left  his 
small  fortune  to  the  University,  as  well  as  his  splendid  library. 
His  funeral  was  held  in  the  assembly  hall  at  Salt  Lake  City. 
Addresses  were  made  by  Governor  Heber  M.  Wells,  Dr.  Jo- 
seph T.  Kingsbury,  president  of  the  University,  and  many 
others.  It  was  an  impressive  service,  and  many  hundreds  of 
Dr.  Park's  old  students  followed  the  remains  to  the  City  Cem- 
etery, where  they  were  buried  beneath  a  veritable  paradise  of 
flowers. 


DR.  JOHN  R.  PARK  53 


The  dedication  of  the  new  building  at  the  University  cam- 
pus in  honor  of  the  great  teacher  and  friend  is  a  fitting  act 
to  perform.  The  building  is  one  of  the  most  beautiful  in  the 
West,  and  overlooking  the  city  as  it  does,  it  becomes  the  cen- 
ter of  learning  for  the  youth  of  Utah,  and  will  ever  be  a 
temple  where  they  may  be  inspired  to  grow  into  all  that  is 
best  and  highest  in  life.  The  statute  of  Dr.  Park,  which  will 
adorn  the  front  of  the  building,  is  the  creation  of  M.  M.  Young, 
a  Utah  boy  and  an  old  student  of  Dr.  Park.  Mr.  Young  is  one 
of  America's  most  noted  sculptors,  and  his  work  of  Dr. 
Park  is  recognized  as  one  of  the  masterpieces  of  Utah  art.  On 
the  pedestal  could  be  carved  the  words  of  the  great  educator 
and  former  president  of  the  University : 

"In  all   of  your  work,  let  your   faith  and  your 

consciousness  of  right  sustain  you." 

The  University  today  takes  its  place  as  one  of  the  great 
Western  institutions  of  learning.  It  is  an  expression  of  the 
idealism  of  the  people  who  founded  it  and  who  have  loved  it. 
The  University  of  Utah  stands  for  the  highest  standards  of 
education  and  culture,  and  culture  is  characterized  by  the 
words  of  Hamilton  Wright  Mabie. 

"For  culture,  instead  of  being  an  artificial  or 
superficial  accomplishment,  is  the  natural  and  inevit- 
able process  by  which  a  man  comes  into  possession 
of  his  own  nature,  and  into  real  and  fruitful  relations 
with  the  world  about  him.  It  is  never  taking  on  from 
without  of  some  grace  or  skill  or  knowledge;  it  is  al- 
ways an  unfolding  from  within  into  some  new  power; 
the  flowering  of  some  new  quality  hitherto  dormant ; 
the  absorption  of  some  knowledge  hitherto  unappro- 
priated. The  essence  of  culture  is  not  possession  of 
information  as  one  possesses  an  estate,  but  absorp 
tion  of  knowledge  into  one's  nature,  so  that  it  be- 
comes bone  of  our  bone  and  flesh  of  our  flesh.  It 
means  the  enrichment  and  expansion  of  the  person- 
ality by  the  taking  into  ourselves  of  all  that  can 
nourish  us  from  without.  Its  distinctive  character- 
istic is  not  extent,  but  quality  of  knowledge  ;  not  scope 
of  activity,  but  depth  of  life.  It  is,  in  a  word,  the 
process  by  which  a  man  takes  the  world  into  his 
nature  and  is  fed,  sustained  and  enlarged  by  natural, 
simple,  deep  relations  and  fellowshij)  with  the  whole 
order  of  things  of  which  he  is  a  part." 
To  the  students  of  today,  there     is     a     noble     message, 


54  DR.  JOHN  R.  PARK 


summed  up  in  the  words  of  an  ancient  sage:    "Not  thine  to 
complete  the  work,  nor  art  thou  free  to  lay  it  down." 


THE  END. 


